Valarie R. Austin's Blog, page 4

College Credits by Exam – Save Time and Money

By Valarie R. Austin, September 21st, 2021, 12:00 PM EDT

(Previously Published on LinkedIn)

EducationData.org lists the United States’ total student loan debt at $1.73 trillion as of August 17, 2021 (https://bit.ly/edcuationaldata_studentloans). Despite this student loan debt statistic, high school graduates can still afford to attend college. Many people attend college within their means through grants, scholarships, graduating on time, or attending a community college to complete general education courses before transferring to a four-year university. There is another option to save time and money by obtaining college credits by exam. The College-Level Examination Program® (CLEP®) or the DANTES Subject Standardized Tests (DSST) allow high school students, adult-learners and military personnel to earn college credit without attending the equivalent college classes.

The CLEP and DSST are similar to Advanced Placement (AP) and International Baccalaureate (IB) exams. These exams cover a variety of college-level subjects. A passing score can lead to college credits toward degree requirements or eliminate the requirement for some introductory college courses. The CLEP and DSST test specific information that individuals have gained from outside of the traditional classroom such as on-the-job-training. Unlike AP and IB exams that target high school students, CLEP and DSST exams are open to everyone, including high school students, college students, adult learners, home school students and military personnel. However, it is always best to check with an education counselor, academic advisor, or the college’s admissions office to verify a college’s policy about granting credit for CLEP/DSST benchmark scores, the college’s equivalent courses and the amount of potential credits.

The CLEP and DSST are two distinct programs. Those interested should become familiar with the programs before taking on the task to study. The exams’ official websites have more information about registration, test dates and locations. Listed below are details about each exam:

a. The CLEP exams cover 34 academic subject areas, including World Languages, Math and Business. The cost is $89 per exam. The CollegeBoard.org administers the CLEP. The College Board’s 2021-2022 Test-Taker Bulletin asserts “nearly 3,000 colleges and universities will award credit for successful scores (https://bit.ly/CLEPguide_testtakers).” The same bulletin also states “there are over 2,000 test centers worldwide.” Individuals can also take CLEP exams via remote proctoring. Other information of note is:

o CLEP scores range from 20 to 80 for each CLEP exam according to the CollegeBoard.org website (https://bit.ly/CLEP_scores). The recommended credit-granting score is 50, which is equivalent to a “C” grade.
o Test centers may charge a separate administration fee that is not included in the CLEP exam fee.
o Collegefinance.com states designated academic institutions will receive official results “within 10-14 days” from the test center (https://bit.ly/CLEPexam_info). Typically, the test center can also provide an unofficial score upon exam completion to the exam taker.
o The College Board offers an Official Study Guide for $25 for all 34 exams or $10 for individual exam guides.
o Modern States, a non-profit dedicated to college access for all, provides free online CLEP prep courses (https://modernstates.org/faq/).
o CLEP contact information - 1-800-257-9558 or email clep@info.collegeboard.org.

b. Since 2004, Prometric LLC, a testing and assessment service, has owned and administered the DSST exams. The Defense Activity for Non-Traditional Education Support (DANTES), a division of the Department of Defense (DoD), previously operated the DSST program for military members. Under Prometric, the DSST exams have been open to all test-takers since 2006 according to the DSST website (https://getcollegecredit.com/about/). DSST exams cost $100 per exam and cover 30+ college-level subject areas such as Business and Math.

o A DSST exam’s minimum score is 200 and the maximum score is 600. A passing score of 400 is equivalent to earning a “C” letter grade.
o Over 1900 colleges and universities recognize the DSST program and grant credit.
o There are over 1,200 DSST test centers across the country. A test center may charge a separate administration fee from a DSST exam’s cost.
o Testing sites will send DSST scores to the test taker and identified schools.
o Individuals can find study guides, fact sheets that describe each exam and practice exams on the DSST website.
o Many military installations offer on-base DSST exam sites.
o DSST contact information - 1-877-471-9860 or email getcollegecredit@prometric.com.

c. DANTES may provide fee waivers or discounted rates for active duty, Reserve and Guard military members, spouses (dependent on the military branch) and some DoD civilian employees who are first-time CLEP or DSST test-takers. Military veterans may be eligible for a test fee waiver through the GI bill. Eligible individuals should check with their respective military installation’s Education Center, the Veterans Administration, or their college’s Veterans Center for details.

The CLEP and DSST exams are worth the effort. Those who pass one or more exams can save time and money towards their college degrees. If interested in pursuing these exams, individuals should verify the college/university’s CLEP and DSST policies because the academic institution makes the final decision to accept an exam’s results and grant college credit. Educationdata.org reports a three credit hour college course on average at a public 4-year university costs $935, and at a private 4-year university costs $1092 (https://bit.ly/Educationdata_collegecost). To obtain credit for a course, the cost of the CLEP exam is $89 and the cost for the DSST exam is $100. It is quite a bargain in comparison to the cost of a college credit hour. There are many inexpensive or free education-based organizations, such as public libraries and ModernStates.org; study guides; and other resources available to help in exam preparation. Explore the CLEP and DSST exams to determine if they are viable options in your college plans. The benefits far outweigh the undertaking to study. Have a great semester!

Valarie R. Austin is the author of The Student’s Comprehensive Guide for College & Other Life Lessons. She has a wealth of knowledge on the subjects of career and college preparation. She also conducts career and college readiness workshops for high school students and parents. Check out her author’s pages on https://www.linkedin/in/valarie-r-austin, https://www.goodreads.com/valarie_r_austin and https://www.amazon.com/author/valarie_r_austin. A Youtube.com review of her book can found at https://youtu.be/xy_GSHlJsa0. This article was edited by Raffie Johnson. Copyright 2021, Vauboix Publishing LLC. (Article 2 of 5, fall 2021)

The Student's Comprehensive Guide For College & Other Life Lessons
La Guía Comprensiva del Estudiante para la Universidad & Otras Lecciones de Vida

The Syllabus – A tool to use for academic success

By Valarie R. Austin, September 14th, 2021, 12:00 PM EDT

(Previously Published on LinkedIn)

In the past few weeks, across the nation, colleges and universities have started the fall 2022 academic year. On the first day of classes, college professors typically review their syllabi (plural of syllabus) with their students. The syllabus is a roadmap that tells students what to expect in a class and establishes a timeline to reach the course’s goals. The course syllabus also serves as an agreement between instructors and their students that details the course outline, the anticipated course schedule and grading objectives. Additionally, a syllabus communicates a professor’s emphasis on specific material that will be covered in a class. Unfortunately, many freshman and even more senior college students treat the syllabus like another piece of paper to throw in their backpacks without another glance. Or, if the syllabus is online, the students do not take the time to read or print it out. The syllabus, however, is the most important document that students can use to succeed in their classes. This significant document tells a student everything they need to know about a course and what they will learn during each class period.

The structure of a course syllabus is simple and includes

o The professor’s name, contact information and dates/times for office hours
o Class location, days and times
o Required reading material/books and supplies such as a calculator for a math class
o Course goals and objectives (these should link to a student’s program of study)
o Topics by each class period (this information is great as a study guide)
o Class assignments, homework, papers, projects, participation requirements and associated weight for each assignment
o Assignment due dates and the course grading policy (typically using the letter grade A to denote the top students and grades of D or F for those who did not pass the class)
o Exam schedules and percentage of importance to the course grade
o Any additional policies and procedures that pertain to the class such as accommodations for students with learning disabilities, notification process for student absences or the college’s cheating policy

Organized students read and use the syllabus as a way to prioritize their study time and meet assignment deadlines. In fact, students would be far ahead of their classmates if they annotated major course events on a calendar and set reminders for upcoming class assignments and exams.

One key piece of information on a syllabus is the instructor’s office hours. Numerous professors willingly provide guidance and support to help students to succeed in their classes. Office hours are dedicated periods when the professor is available to answer questions about the class. Unfortunately, many students do not take advantage of this benefit and instead suffer in silence when having difficulty in a class. Professor office hours provide a means for students to get back on track and make a connection with their instructor. Unless a student takes the initiative to set up time to go to office hours, the instructor may not know that the student is struggling to understand the course material. Therefore, office hours can be a means for a student to pre-empt a failing grade for an exam, assignment, or the course. The professor may offer extra time on an assignment, go over homework, provide extra credit work, or explain step-by-step complex concepts, especially in technical courses. Think of office hours as a student’s opportunity to ask for help and a means to improve a grade. Often, professors schedule time for office hours but no one ever shows up.

A syllabus has another value because it describes a course’s content and requirements. A best practice for a student is to file paper copies or upload their syllabi to a computer at the beginning of each semester. This practice serves dual purposes: 1) easy access to locate a syllabus for a current course and 2) when transferring to another institution. When a student transfers, the syllabi may establish equivalency for the new institution’s courses and allow the student to obtain transfer credits. Between colleges, course titles and numbers may or may not be the same. According to the College Affordability Guide website, “Similar course names (between originating/receiver schools) don’t necessarily mean credit will transfer. It’s the content of the course that counts and different schools could assign different equivalency measures (https://www.collegeaffordabilityguide...).” The new school administrators, however, can review the student’s syllabi to determine if the completed courses covered the same material as the new school’s equivalent courses. Student save time and money when they receive transfer credits. They also do not lose momentum toward graduation due to retaking courses that cover the same material at their new school.

Students should take advantage of the wealth of information contained in the syllabus. They are leveraging one of the best tools that can lead to success in the college classroom. A well-written syllabus typically contains 90% to 95% of questions that students may have about a course. It also establishes the standard for students to pass the course and meet its learning objectives. By reading the syllabus for each class, you will know what to expect, critical dates and the means to seek out the teacher if you need academic help. The syllabus is the light at the end of the tunnel, directing you to success. I encourage you to start walking toward the light. Have a great semester!

Valarie R. Austin is the author of The Student’s Comprehensive Guide for College & Other Life Lessons. She has a wealth of knowledge on the subjects of career and college preparation. She also conducts career and college readiness workshops for high school students and parents. Check out her author’s pages on https://www.linkedin/in/valarie-r-austin, https://www.goodreads.com/valarie_r_austin and https://www.amazon.com/author/valarie_r_austin. A Youtube.com review of her book can found at https://youtu.be/xy_GSHlJsa0. This article was edited by Raffie Johnson. Copyright 2021, Vauboix Publishing LLC. (Article 1 of 5, fall 2021)

The Student's Comprehensive Guide For College & Other Life Lessons
La Guía Comprensiva del Estudiante para la Universidad & Otras Lecciones de Vida

> Class of 2021 – The Journey Forward-Success v. Failure

By Valarie R. Austin, May 11th, 2021, 8:00 AM EDT

(Previously Published on LinkedIn)

Class of 2021, congratulations on your upcoming graduation! This milestone is the start of your journey to becoming a lifelong learner. Even if you never set foot in another classroom, you will still learn from your life experiences. There will be success and failures. Of course, you will always want to give your best and succeed at every task. Life is not so easy. Not every task that you attempt will be successful and the way you envisioned it. You will learn to shake off the sadness, self-doubt and fear to try again. Occasionally, you will encounter failures at a job, task or simply giving a presentation. Failures can become a gift as it gives you the opportunity to cultivate grit, character and genius. With each failure, you can come back stronger because you will have learned from the experience. Failures are a part of life. Unfortunately, society looks down on those who fail based upon a perception of what failure is. In a race, of course no one wants to be in second place. Accolades go to the winners. Those who come in second are easily forgotten. If you can overcome failure by being tenacious and stay in the game, however, is it really a failure when you become successful?

In life, you cannot let outside forces or people define you. Instead of choosing to accept fate, you can choose to blaze your own path. If you do not reach a goal, do not despair or give up. When faced with an obstacle, seek an alternate direction on the path that you are traveling. That calculated risk will define your success and clarify your outlook. Despite good or bad consequences, your willingness to be persistent and patient will help you to reach your goal. You may even reap greater rewards. Let me give you two examples:

Evelyn Berezin was a physicist, computer engineer and entrepreneur. Despite her computer designs and accomplishments, she was denied career growth due to workforce sexual discrimination in the 1950’s and 1960’s. A 2018 NPR.org obituary for Berezin described the rampant sexism within the technology industry. In 1960, the New York Stock Exchange board of directors rescinded a job offer of vice-president in charge of managing their communication’s computer systems because Berezin was a woman (http://bit.ly/NPR_Berezin). She continued to flourish in the industry despite the bias against her gender. Highlighting her ability to design computer systems, Berezin created the first computerized airline booking system in 1962 for United Airlines. In 1969, Berezin designed the first computerized word processor for the office environment. Refusing to accept a male-dominated hierarchy, she founded her own company, Redactron Corporation. Berezin and her 500 employees mass produced and globally sold her prototype called the Data Secretary. A Washingtonpost.com article stated that the product made office work easier for secretaries who could create digital error-free documents and multiple pages for wider distribution without the need to copy pages. (http://bit.ly/WashingtonPost_Berezin). Berezin was the first female company president in the male-dominated computer industry. After leaving the company in 1976, Evelyn Berezin served on boards for several companies. At the time, most businesses had very few or no women on their Board of Directors.

For her contributions to the computer industry, Berezin was inducted into the Women in Technology Hall of Fame in 2011, Computer History Museum’s Hall of Fellows in 2015 and National Inventors Hall of Fame. According to the National Inventors Hall of Fame, she held 13 U.S. patents (http://bit.ly/NationalInventors_HallOf_Fame_Berenzin). Her achievement is remarkable because the number of patents with at least one woman inventor in 1977 was only 3.4% compared to 18.8% in 2010, according to a 2016 Institute for Women’s Policy Research Briefing Paper (http://bit.ly/InstituteforWomen_Patents). Berezin was a trailblazer who did not accept failure and bypassed obstacles. In a long, distinguished career, she reaped hard-earned accolades and recognition in the emergent computer industry.

Jack Nicklaus is one of the best golfers of all time. From 1957 to 1998, Nicklaus played in a record 154 consecutive major championships. He earned the most Majors’ titles with 18 victories according to the Nicklaus.com website (http://bit.ly/Nicklaus_Stats). His Majors’ scorecard of wins included six masters at the Augusta National Golf Club, five Professional Golfers’ Association (PGA) championships, four U.S. Opens and three British Opens. In contrast to his first-place wins, Nicklaus was a runner-up 19 times at the majors, which included four masters, four PGA championships, four U.S. opens and seven British Opens as listed in a Golftoday.co.uk article. (http://bit.ly/GolfToday_MostMajors). When Nicklaus came in second on multiple occasions, he could have walked away in defeat and been satisfied with his past wins. Professional golf is a tough sport. Many golfers do not have longevity or earn significant wins because of the stress and physical toll of competing year after year against the world’s top players. Golf, however, was Nicklaus’ passion. Over the span of a 40-year career, Nicklaus continuously recovered from defeat or what others might call failure. His longevity showed his tenacity and strength of character. Despite the weather, physical damage and other factors, Nicklaus continued to play another day.

Although there are countless other examples, Evelyn Berezin and Jack Nicklaus demonstrate that obstacles in your life do not have to defeat you. For every failure, you must reflect on what you can do differently to succeed. The corrective actions can include practice more, make another attempt, take a different path, develop additional networks, or embrace patience in waiting for the win. Set your goals and work hard to create an environment for the fates to fall in line. If a personal goal is for you, then you will attain it. Life is just that way. Dig deep to tap into your grit, strength of character and genius to strive for greater things despite the obstacles. With belief in your knowledge, skills and talent, you will mark out the trailblazing path that leads to your “defined” success. Congratulations on your graduation and have a great summer!

Valarie R. Austin is the author of The Student’s Comprehensive Guide for College & Other Life Lessons. She has a wealth of knowledge on the subjects of career and college preparation. She also conducts career and college readiness workshops for high school students and parents. Check out her author’s pages on https://www.linkedin/in/valarie-r-austin, https://www.goodreads.com/valarie_r_austin and https://www.amazon.com/author/valarie_r_austin. A Youtube.com review of her book can found at https://youtu.be/xy_GSHlJsa0. This article was edited by Raffie Johnson. Copyright 2021, Vauboix Publishing LLC. (Article 5 of 5, spring 2021)

The Student's Comprehensive Guide For College & Other Life Lessons
La Guía Comprensiva del Estudiante para la Universidad & Otras Lecciones de Vida

Succeeding at a Virtual Career Fair is not an Accident

By Valarie R. Austin, May 4thth, 2021, 10:30 AM EDT

Previously Published on LinkedIn

During this worldwide pandemic, college students and graduates are navigating the hiring labyrinth for employment. Prior to the COVID-19 pandemic, college campuses across the nation coordinated career fairs in which students interacted face-to-face with company recruiters. Since the pandemic began, colleges have started to sponsor virtual career fairs that use online video platforms such as Zoom Video Chat and Microsoft Teams. Some inexperienced job seekers may not appreciate the advantages of attending virtual college career or job fairs. Virtual hiring events offer many benefits for hiring managers and potential hires. College sponsored virtual job fairs provide savings on travel, hotel and meals as well as exhibitor booth costs for recruiters. This savings is a very good benefit for smaller, unfamiliar companies who job-seeking applicants may not have considered. The virtual career fair also provides access to a diverse pool of current students, recent graduates and alumni candidates. College students can use the virtual career fair to learn about companies that are hiring, types of jobs they are hiring for and requirements for the positions. An added bonus is students can develop and grow their professional network and interaction skills. A 2020 CNBC.com article stated that career experts expect 80% of recruiting to occur virtually even after the pandemic is contained (http://bit.ly/cnbc_virtualcareer_fair). With planning and research, college students can use virtual career fairs to gather information about specific companies and network with hiring managers to find the job of their dreams.

 A Rasmussen University blog article explained the virtual career fair process in which each recruiter operates within a virtual interview room (http://bit.ly/rasmussen_virtualcareer_fair). The recruiter can use the virtual room for a private session with a candidate or an open chat forum with several candidates. Each potential hire has access to video chat or can instant message with a multiple of company recruiters. To be successful in a virtual forum, each candidate must have a working electronic device and stable internet connection.

 Below are a few tips to improve a college student’s chance for successful participation in a virtual career fair:

a. Research the career fair’s participating companies


Many job seekers can experience burnout by trying to see every company representative at the virtual career fair. The college should list the participating employers on its career services’ website. To make the best use of your time, select the companies that interest you the most. You should review each company of interest’s website for its mission, values, location(s) and products/services. Make an effort to view each website’s entry-level employment vacancies under “Jobs” or “Career Opportunities.” Search for your specific major to look for job openings and their associated required education, responsibilities, prerequisite experience, employment type (full, part-time, internship, or summer job) and salary ranges. Also, conduct an online search on the company’s reputation. Use your research to compile a list of four to five companies of interest to visit in their virtual interview rooms.

b. Prepare and practice a 30-second Introduction


This is your chance to meet face-to-face with a recruiter and network. With a warm smile, introduce yourself, your major, university and your interest in joining the company’s team. In addition, ask a few relevant questions about the company. Your conversation with the recruiter should convey your extensive research of the company and potential value as a hire due to your knowledge, skills, and abilities gained from college classes, school projects, internships, work-study or part-time jobs. Pay attention to the recruiter’s interaction with you, which may communicate their interest and enthusiasm. College career fairs often are the start of the process for screening potential candidates, interviewing and hiring for recruiters. Use your initial introduction to make a great first impression.

c. Complete any college pre-applications or upload a digital resume


Initially, the college may require students to register online for scheduled time slots with recruiters at the virtual career fair. The college also may require students to upload a digital resume into a college database for recruiters to pre-screen appropriate college majors. Schedule a meeting with your college career services to review your resume. You want to ensure your resume will impress the recruiter and land an interview for the job you desire. Try to tailor individualized resumes for each of your targeted companies’ hiring needs. College career services may also offer mock interview practice software to prepare for the virtual career fair video chat format.

d. Obtain contact information from the hiring recruiters


Ask each company recruiter for contact information and the next step forward. Recruiters often do not offer jobs at career fairs. For example, the hiring manager/recruiter may instruct you to submit a digital application on the company’s website for specific job openings. Take the time to do it. This action shows you are interested in the company. If you get an interview with the recruiter and hiring manager follow-up with a thank you email to the recruiter for his/her time. This gesture also confirms the recruiter’s email address. You should follow-up after two weeks with another well-crafted, proofread email to indicate your continued interest in the company. Start early identifying at least three references that the application may require because it may take time to gather their contact information. Lastly, consider following the companies of interest on social media such as Facebook, Twitter, etc. to prepare for that interview callback.

e. Dress for success


 You should wear appropriate professional clothing and have a neat appearance. Although the interaction is a virtual interview, professional attire presents an image of confidence, interest in the interview and a serious intent to make a good first impression. If unsure what constitutes professional clothing, Google “business professional/business casual attire” or consult with your college career services.

f. Use a virtual career fair as a tool in your networking toolbox


 In addition to virtual career or job fairs, seek out job vacancy information from friends, family, past employers, professors, college career services, alumni databases and coworkers. An Undercover Recruiter article reported the top source-of-hires for employers came from employee referrals. While employee referrals represented 7% of submitted applications, companies used referrals as the basis for 40% of all hires (http://bit.ly/undercover_employeereferrals). Employee referrals are a significant factor in obtaining an interview with a company and possible employment. In addition to personal connections, join career/major specific clubs to connect with company representatives in other venues such as conferences, volunteer activities, corporate sponsored competitions and professional association events. Gather business cards and connect with networking contacts through LinkedIn. Participating in internships also provides work experience and potential employment opportunities.

Typically, college students start looking for employment the semester before graduation. The search can start as start as early as your sophomore year. A college-sponsored virtual career fair is an excellent starting point to speak to career professionals, acquire networking associations, develop communications skills with employers and seek employment opportunities, including internships. Despite the nation’s growing economic recovery from the COVID-19 pandemic, the virtual career fair attendee must stand out from others to obtain employment in today’s market. To secure the career of your dreams focus on using virtual career fairs as one of your networking tools to make personal connections with hiring managers and recruiters. Remember, a well-executed plan for your employment search is much better than relying on luck.

Valarie R. Austin is the author of The Student’s Comprehensive Guide for College & Other Life Lessons. She has a wealth of knowledge on the subjects of career and college preparation. She also conducts career and college readiness workshops for high school students and parents. Check out her author’s pages on https://www.linkedin/in/valarie-r-austin, https://www.goodreads.com/valarie_r_austin and https://www.amazon.com/author/valarie_r_austin. A Youtube.com review of her book can found at https://youtu.be/xy_GSHlJsa0. This article was edited by Raffie Johnson. Copyright 2021, Vauboix Publishing LLC. (Article 4 of 5, spring 2021)

The Student's Comprehensive Guide For College & Other Life Lessons

La Guía Comprensiva del Estudiante para la Universidad & Otras Lecciones de Vida

Taking a Gap Year during the COVID-19 Pandemic

By Valarie R. Austin, April 13th, 2021, 11:20 AM EDT

(Previously Published on LinkedIn)

The COVID-19 pandemic has affected the ways that students learn. During the height of the pandemic lock-down, teachers taught students through distance learning instead of face-to-face. Many high school students experienced burnout and restlessness from online academic learning. As result, some high school seniors are considering a gap year in order to take a break from the chaos of the past academic year. A gap year is when a high school graduate does not immediately attend a post-secondary school. Instead of going to school to learn about a subject, students take time to learn about themselves and a career they would like to pursue. With increasing self-awareness, numerous students use a gap or “bridge” year to build a resume from life experiences. The gap year can be a semester or a year in duration. Students can independently craft their gap year experience. They can also participate in an accredited gap year program, which operates in a more structured form. For instance, some colleges sponsor their own gap year programs or partner with a gap year organization. A Google search also showcases an independent “gap year industry” of different programs of varying lengths and costs. For instance, GoAbroad.com lists several gap year programs such as Projects Abroad and Pacific Discovery (http://bit.ly/GoAbroad_independentprograms). Also, volunteer websites, including Volunteermatch.org and Idealist.org, highlight volunteer opportunities that can be tailored into a gap year. Since there are so many variables, an individual’s decision to take a gap year must be deliberate. With planning and financial preparation, a gap year can offer an excellent return on investment for the student.

Numerous students use their gap year to mature and grow, save money for college, travel, work, volunteer, study, improve ACT/SAT scores, or intern. The gap year is a recent concept in the United States. Students in Europe have taken advantage of gap years for decades. A 2013 GoOverseas.com article cited over 5% of United Kingdom students who were accepted into universities deferred admission for one year in 2012 versus 1.2% of first time college freshmen who deferred admission in the United States for a gap year in 2011 (http://bit.ly/GoOverseas_blog). The article linked American students’ reluctance to take gap years to several factors: 1) pressure to attend college after high school and 2) anxiety that a gap year contradicts the American Work Ethic to attend college, graduate and then work until retirement. In addition, Americans are less likely to travel to international destinations compared to Europeans. In spite of these reasons, participation in the U.S. may be low because many students may lack information about the gap year model.

If considering a gap year, the high school student with parental monitoring must research and make a plan. A gap year is a chance to explore life and interests. A gap year, however, is not an extended Spring Break. Some gap year programs emphasize work experience and life skills, in particular, punctuality, teamwork and problem-solving, which are attractive to employers. Therefore, the student should have specific goals and a purpose for the gap year.

Gap Year’s Purpose
In developing a plan for a gap year, a student should answer the following questions:
1) What are you going to do?
2) How will the experience enrich your life?
3) Will you apply for internships or volunteer opportunities for personal growth or career experience?
4) Are you interested in an independent gap year program or one sponsored by your college(s) of interest?
5) What are the application and deadline requirements for sponsored programs?
6) Are gap year counselor(s)/advisor(s) and former program alum available for you to interview?
7) Are you willing to travel for an international or domestic program?

Due to the COVID-19 pandemic, backpacking across Europe or South American may not be an ideal gap year plan this year. Still, local and domestic travel opportunities may be options. Sit down and write-out what you hope to gain from a gap year. Have a parent, teacher, or mentor review the plan and provide feedback to ensure everything is considered.

The College(s) of Interest’s Gap Year Policy
Some colleges encourage students’ participation in gap year programs. During your research, a good question to ask the admission office at your college(s) of interest is about their gap year policy and deadlines. Prior to approving a gap year, some colleges require high school seniors to apply for admission and financial aid, by completing the Free Application for Federal Student Aid. The applying student should also ask if housing and awarded scholarships will still be available when the student starts college; if the gap year is eligible for college credit; and whether a tuition deposit is required. The college may require the applicant to submit a gap year plan. If the college approves the plan, it will place the future college freshman in a deferred status. At the conclusion of the gap year, the student will start college in the next suitable academic session. In addition, many colleges sponsor in-house gap year programs. These official programs are structured and have defined learning modules. You should ask if your college(s) of interest have a gap year program and the application process. In contrast, some colleges do not recognize gap years and will require students to apply for admission after completing their gap year. With all college(s) of interest, students should verify if taking classes at another college during the gap year will have any negative repercussions such as changing their status from a freshman to a transfer student. An important step in gap year planning is to contact your college(s) of interest admissions office to address any issues or concerns.

Housing and Living Expenses
Gap year participants will require money for living expenses that include food, housing, and transportation. Some formal gap year programs offer scholarships that pay for living expenses and healthcare benefits. For available scholarships, research is required to complete applications by the filing deadlines and learn about scholarship amounts. If the scholarship amounts do not cover all expenses, other options are required to cover the shortfall in funding. As of March 2021, the Bureau of Labor Statistics noted the unemployment rate for youth 16 to 19 years old was 13% (http://bit.ly/bls_teenunemployment). If working is a condition to support your gap year expenses then it must be included in the planning. Think about what job opportunities are available to you based upon your experience, skills and abilities. Will you be living independently from your parents or continue to live with them? Again, planning for housing and living expenses are a major part of making the gap year operate smoothly.

Parental/Guardian Support
If you plan to live with your parents or request financial assistance during your gap year, you will need their support. It is important to discuss with your parents a well-developed plan that includes financing the gap year. Parents/guardians will want to know the pros and cons of a gap year program. First generation and low-income students may want to emphasize the benefits of a gap year program in increasing readiness for post-secondary education and employment. WallStreetJournal.com statistics stated 90% of students returned to college within a year after taking a gap year (http://online.wsj.com). Also, a GapYearAssociation.org study reported gap year respondents who enrolled in college and graduated “had, on average, shorter times to graduation and higher GPAs as compared to national norms” (http://bit.ly/GYA_gapyearstudy). The respondents also stated an 86% satisfaction rate with their jobs. The results from this study concluded that students who participated in enriching gap year programs benefited in on-time graduations and job satisfaction.

Options and Benefits
Taking a gap year is an individual student’s decision. If high school students know their career direction, then going from high school to college may be the best option. However, it is not the only option to reach career goals. Instead of attending college immediately, the gap year provides students a breather to assess the direction of their lives. They can volunteer, work to save money to attend college, travel, or learn a different language. Gap year benefits extend across social, economic, career and academic areas of a student’s life. A planned gap year with a defined purpose can give a lifetime of experiences and personal growth to a young person. A gap year can be a great return on investment.

Valarie R. Austin is the author of The Student’s Comprehensive Guide for College & Other Life Lessons. She has a wealth of knowledge on the subjects of career and college preparation. She also conducts career and college readiness workshops for high school students and parents. Check out her author’s pages on https://www.linkedin/in/valarie-r-austin, https://www.goodreads.com/valarie_r_austin and https://www.amazon.com/author/valarie_r_austin. A Youtube.com review of her book can found at https://youtu.be/xy_GSHlJsa0. This article was edited by Raffie Johnson. Copyright 2021, Vauboix Publishing LLC. (Article 3 of 5, spring 2021)

The Student's Comprehensive Guide For College & Other Life Lessons
La Guía Comprensiva del Estudiante para la Universidad & Otras Lecciones de Vida

Earning a Bachelor’s Degree in Six Years? – Making a Career of Going to School

By Valarie R. Austin, April 6th, 2021, 9:30 AM EDT

(Previously Published on LinkedIn)

In the past, a full-time student who attended college could graduate with a bachelor’s degree in four years by earning 120 credit hours. Today, some students are graduating in six years instead of the ideal four years. In a Completing College – National – 2018 report, the National Student Clearinghouse Research Center included student bachelor’s degree completion statistics from fall 2012 through spring 2018. The report cited students who began post-secondary education in fall 2012 had an overall national six-year completion rate of 58.3 percent (http://bit.ly/NSCRC_report). Only 41.7 percent of students earned their degree in four years, regardless of institution type and enrollment intensity. The demographics of those attending four-year institutions have changed, affecting the length of time to obtain a bachelor’s degree. Some of the reasons for this change may be some students attend college  part-time while working 10 hours or more, have children to care for while attending school, or face a challenge of having enough financial assistance to complete their degree. The four-year completion norm to graduate and earn a bachelor’s degree has become almost out of date with today’s environment.

There are other reasons some college students may not obtain their bachelor’s degree in four years. Switching their major or transferring schools may have an impact on some of their previous course credits counting toward their degree.  Likewise, the new department or college may require students to take additional courses to complete their degree. Additionally, most community colleges and some four-year institutions require students to take placement tests to evaluate their readiness to perform college-level coursework. These exams consist of math, reading comprehension and writing assessments. If students do not achieve the required minimum scores, the colleges require students to take non-credit remedial or developmental education courses. These courses do not count toward graduation but the students still pay tuition to attend them. A Hechingerreport.org article stated 40 percent of students in four-year colleges and more than 66 percent at community colleges take at least one remedial class (http://bit.ly/Hechingerreport_remedial). Taking remedial classes is another example that may slow the progression of a student’s march toward graduation. Despite the various reasons that a student may not achieve a degree in four years, there are a few suggestions a full-time student may pursue to graduate in four years.  

Learn more about Placement Exams

You should investigate if your colleges of interest require placement exams or offer exemptions. Each school that requires them should have sample placement tests and other practice resources on its website. For more study materials, ask your high school counselor and the college admissions office. Do not take the placement test(s) by cramming overnight. A 2016 APMReports.org article discussed the trap of remedial courses systematically hinders students from graduating college on time and damages their future educational aspirations. (http://bit.ly/APMReports_remedial). Practice and study - scoring well on placement tests is as significant as performing well on the ACT and SAT.

Make a 4-year Academic Plan

Starting as a freshman, schedule a face-to-face meeting with your undergraduate academic advisor each semester even if your college does not require it. Many academic advisors are also available via Zoom or other web chat methods. If possible, request to see the same one each semester in order to establish a rapport. The exercise will increase your knowledge and expectations about your graduation. For instance, you can discuss the ramifications with your advisor if you decide to switch majors or change schools. Additionally, your academic advisor will be a great resource for tutoring resources such as math labs if you are having any academic challenges. With your academic advisor’s help, you should also develop a customized 4-year academic plan. Your flexible academic plan worksheet should include your current classes, required classes for future semesters, prerequisite courses, credit hours per course and projected graduation date. Until you choose your academic major, the academic plan may have course gaps for your junior and senior years. Be proactive in scheduling time with your advisor each semester. Your academic advisor and the flexible 4-year academic plan will help you plot your graduation timeline.

Discover your Passion - College Major Selection

College courses are supposed to prepare students for careers in the workforce by providing specialized knowledge, skills and training through its curriculum. As soon as possible, inspect your school’s academic catalog for its list of academic majors and identify those of interest. Review the curriculum requirements and course descriptions associated with those majors. After that, take a walk over to those departments, speak to current students and/or professors, and proceed to your college’s career center. Ask about careers for the major(s) as well as college internship opportunities. Now, you are better prepared to choose an academic major or program of study. Your next appointment should be with your academic advisor to discuss these major(s) of interest and the impact on your 4-year academic plan. You should also join a college academic club associated with your career field(s) of interest to learn more about the field(s), identify possible mentors and any scholarship opportunities. Do not wait until your college sophomore or junior year to begin this important career exploration. Unfortunately, numerous students haphazardly select majors, which they ultimately switch to something else. Changing majors is a major reason that students do not graduate on time.

15 Credit Hours

Many colleges and universities designate a full-time student as one who takes 12 credit hours per semester. For a bachelor’s degree, 120 total credits divided by 24 credit hours per year equals a 5-year graduation. Conversely, 15 credit hours per semester lead to the coveted 4-year graduation for a bachelor’s degree. Your target to earn enough credit hours per semester and graduate in four years is a conversation to have with your college advisor. Your discussion should incorporate your 4-year academic plan.

Financial Aid

Many students do not complete their degree in four years because they run out of money. Student loans should be the last resort to pay for school. Instead of borrowing money, you may need to hunt for free money also known as scholarships, grants (need-based) and work-study (need-based). The first step to acquire funding is filling out the Free Application for Federal Student Aid (FAFSA). The money is first come, first serve. The FAFSA period opens on October 1st of your high school senior year. The FAFSA permits students to send the form out to 10 schools at one time. This is a great opportunity to select the school that is the best fit and provides the amount of free money to pay for your education. You should fill out the FAFSA each year that you require money to attend school. Each semester, ask your college financial aid office, major-specific department, college clubs, and employers about scholarships and grants that are available. To obtain the money for school, put in the work to close the gap between paying for school with free money versus taking out student loans.

As students take longer to graduate, they and their parents pay more money in tuition and fees, housing and other costs. Student borrowers accrue more student loan debt to finally obtain their degree. Independent of personal challenges, many college students can graduate on time, which is the optimum objective. Take the time (with your parent/guardian) to think out and plan for your college journey to earn your bachelor’s degree in four years. Have fun! 

Valarie R. Austin is the author of The Student’s Comprehensive Guide for College & Other Life Lessons. She has a wealth of knowledge on the subjects of career and college preparation. She also conducts career and college readiness workshops for high school students and parents. Check out her author’s pages on https://www.linkedin/in/valarie-r-austin, https://www.goodreads.com/valarie_r_austin and https://www.amazon.com/author/valarie_r_austin. A Youtube.com review of her book can found at https://youtu.be/xy_GSHlJsa0. This article was edited by Raffie Johnson. Copyright 2021, Vauboix Publishing LLC. (Article 2 of 5, spring 2021)

The Student's Comprehensive Guide For College & Other Life Lessons

La Guía Comprensiva del Estudiante para la Universidad & Otras Lecciones de Vida

“On Sale” Now! – Preparing for Your College Move

By Valarie R. Austin, March 30th, 2021, 12:00 PM EDT

(Previously Published on LinkedIn)

In March and April, colleges begin sending out acceptance letters to potential candidates during the regular decision notification period. According to a Best Colleges article, students have until the beginning of May to inform their school of choice about their decision to attend the fall session (https://www.bestcolleges.com/blog/college-application-deadlines/). After they make their college choices, admitted applicants will begin the next steps in their academic journey to attend college as freshmen. Unfortunately, the COVID-19 pandemic has presented some challenges to colleges and students. Since the federal and state governments have rolled-out various vaccines, however, the return to a “normal” environment will include students returning to in-person classes and living on campus. For enrolled college freshmen that will reside in college dorms, the planning process for shopping and packing for their college move-in should begin as early as possible. Successful preparation culminates in the student’s drop-off at his/her college’s dorm.

Parent(s) and high school seniors have the herculean task of packing for college. They normally start buying items in July and August for the students’ transition to their first year in college. The reality is most parents and some college freshmen “choose” to bring everything. They see the college as a no man’s land without access to modern conveniences. In reality, most colleges are centers of a community with campus retail shops and nearby off-campus stores accessible by public transportation. Also, the COVID-19 pandemic has created an explosion of e-commerce. Most items are available from store-to-door with online tracking via next day or within a few days delivery. Before the college dorm drop-off in late August or early September, there are plenty of merchandise sale periods, including Memorial Day, Independence Day and Labor Day to collect dorm supplies. The best practice is to gather dorm supplies over time, especially items “on sale” instead of big, expensive and rushed purchases before leaving for college.

The ritual of packing for college can be fun and exciting but a freshman should take into consideration the dorm’s space using the school’s suggested packing list as a guide. Dorm room’s schematics/dimensions and packing lists are typically available on a college’s website under Student Life or Housing. In addition, the soon-to-be freshman may ask to see a typical dorm room during a campus visit. If knowing what to pack is a struggle, the college freshman can call or email the college admissions office for information. Before move-in day, students should ask about the following:

o Each dorm’s location to campus amenities such as dining hall and gym
o Available room layout options, the dorms’ ages and dorm security
o On-call maintenance and pest control procedures
o Kitchen and laundry access
o Roommate(s) selection process
o Availability of dressers and book cases
o Whether dorms/floors are coed or single sex, and opposite-sex visiting policies
o Availability of resident assistants or advisors per floor


Being prepared and knowledgeable about a college dorm will make moving in simple and less stressful for students as well as parents.

To generate a shopping list, prospective freshmen can begin by looking at their room at home to imagine how they would decorate their dorm room. Items that should be available in the dorm room include beds with mattresses, closets and desks with chairs. To make the dorm feel like home, the college student (and parent) should bring essential items. These essential items include but are not limited to sheets, pillowcases, pillows, a mattress pad, a full/queen-sized comforter, blanket, a couple of photos with frames of family and friends, clothes hangers, a lock box for valuables, curtains and a dirty clothes hamper/bag. In addition, a rolling duffel bag and a gym bag are good purchases to carry these items. For the shared or private bathroom, necessary items are towels, face cloths, flip-flops, a robe, toiletries and a small shower caddy. Cleaning the living space requires supplies, including sanitizing wipes, paper towels, sponges, a mop, broom and dustpan. For studying, the student will probably need a laptop, reading lamp, surge protector, wastebasket and clock. Do not forget pens, pencils, notepads, scientific calculator (as needed) and printer paper. Students may have access to printers in the library and computer labs; therefore, purchasing a printer may not be necessary. This purchase can be postponed until the student gets to campus and views the available space in the dorm room.

Unless they have a single room or suite, prospective freshmen should find out if they are sharing a living space with a roommate or more student occupants. Buying and bringing large ticket items like a big screen television, mini-fridge or microwave should “wait” until the student gets on campus. The college freshman might be able to share purchase costs among roommates. A Collegiate Checklist article theorized that purchasing kitchen preparation utensils depends on how often the freshman will dine in the dorm room (https://collegiatechecklist.com/checklist/kitchen/). There are several options offered for meal plans that may reduce the number of meals a student will prepare in the room. Numerous colleges also operate on-campus eateries and convenience stores/vending. Despite these campus food services, students living in the dorm still may need meal preparation and storage items such as a single burner (if permitted), a small cooking pot, microwaveable mugs, plates/bowls, a metal thermos/water bottle and Ziploc bags. Disposable cups and utensils such as forks and knives will be available in the dining facility too. The student can purchase additional kitchen necessities on a case-by-case basis after arrival at college.

For academic year 2021-2022, many high school seniors are anticipating living independently from parents and enjoying the college life. Each student’s excitement will grow exponentially as they get ready to move on campus. The pleasure and joy of moving in may be impacted if they bring too much stuff that has to be stored or thrown away. Instead of a dash to buy at the last minute, prospective college freshman and parent(s) should limit their purchases to items that are necessary. There are many resources to verify things to bring. Monitoring how the student adapts to college life, then the student (or parent) can purchase what the student needs to be successful. Most college towns have nearby stores to pick up missing items. Additionally, numerous items can be purchased online and delivered quickly. The transition to campus housing is a milestone on a continuum of independent living for students. It is not a pass/fail test but a chance to experiment and learn from the experience. Have fun!

Valarie R. Austin is the author of The Student’s Comprehensive Guide for College & Other Life Lessons. She has a wealth of knowledge on the subjects of career and college preparation. She also conducts career and college readiness workshops for high school students and parents. Check out her author’s pages on https://www.linkedin/in/valarie-r-austin, https://www.goodreads.com/valarie_r_austin and https://www.amazon.com/author/valarie_r_austin. A Youtube.com review of her book can found at https://youtu.be/xy_GSHlJsa0. This article was edited by Raffie Johnson. Copyright 2021, Vauboix Publishing LLC. (Article 1 of 5, spring 2021)

The Student's Comprehensive Guide For College & Other Life Lessons
La Guía Comprensiva del Estudiante para la Universidad & Otras Lecciones de Vida

Increased Human Trafficking and Children during the COVID-19 Pandemic

By Valarie R. Austin, February 3rd, 2021, 12:00 PM EDT

(Previously Published on LinkedIn)

The COVID-19 pandemic has increased children and young adults’ unsupervised internet usage as well as economic stress on families, especially women in the workforce (http://bit.ly/women_lostjobs). With school closures, numerous students also may become lost in the system due to lack of in-person interactions with school teachers, counselors and social workers who offer accountability and approachable support. Among others, these factors have enabled the rise of human trafficking domestically and internationally. Human trafficking is categorized as sex trafficking and labor trafficking (http://bit.ly/humantrafficking_defined). Human trafficking is a pervasive and evil crime that harms its victims mentally and physically.

Parents and children are relying more on the internet for distance learning due to COVID-19 pandemic-related school closures. A 2021 JAMA Medical Journal article stated that “among 13,597 of 14,944 districts that provided school reopening plans, 24% were fully online, 51% were using a hybrid model, and 17% were fully open for in-person instruction” for the fall 2020 school term in the U.S. (http://bit.ly/JAMA_stats). In addition, limited or no parental supervision of internet use may result in children’s unrestricted access to social media and entertainment platforms that have expanded their influence on many young people. Instagram, Twitter, GroupMe, Kik Messenger, Tumblr and Snapchat are a few of the apps that are popular with children and teens. It is imperative that parents and educators speak to students about safe internet usage and how to report unwanted, intrusive communication. They must remain vigilante because children and teens are vulnerable to fraud, manipulation and coercion from peers and adults, lurking on the internet.

Children’s interactions with nefarious individuals online may go undetected for weeks or even months. Parents should address and act if a child engages in any unusual secretive behavior, has unexplained absences, possesses gifts the parents did not purchase or receives expensive gifts from strangers. In addition, there are indicators that may signal an individual is being trafficked and include: individuals who are not allowed to speak for themselves; have signs of physical abuse; work and/or live in a location with high security measures; or frequently leave and return home, travelling without explanation across the country (http://bit.ly/trafficking_indicators). Parents, educators and law enforcement must protect children and teens from human trafficking through constant conversations about the dangers of the internet and unsolicited interactions with strangers online, particularly adults.

The spread of the COVID-19 virus has had a devastating effect on America, pushing families and individuals to the mental and economic brink (https://carsey.unh.edu/COVID-19-Economic-Impact-By-State). Millions of Americans are in dire need of a COVID-19 pandemic economic safety net. Unfortunately, the federal government, specifically Republicans in the Senate, has failed to provide consistent economic stability for American citizens through stimulus checks, increased unemployment, eviction moratoriums and other measures (http://bit.ly/APnews_Pandemic). Due to the COVID-19 pandemic, young people and women are extremely vulnerable to job loss, homelessness, eviction, isolation, LGBTQ bullying, domestic violence, hunger and financial hardship. Adult predators and manipulators promise money, luxury gifts, or even food to these at risk groups who are in economic straits and extremely susceptible to human trafficking.

Increased children’s unsupervised internet use and economic stress on families are two insidious COVID-19-related outcomes. For the more than 50 million U.S. children in K-12, a January 2021 National Conference of State Legislatures’ article indicated that “most experts conclude that schools may not operate normally until next school year at the earliest (http://bit.ly/distancelearning_stats).” Since numerous students will be dependent on distance learning for the foreseeable future, consistent federal government financial relief is imperative for economically distressed families until the COVID-19 pandemic is controlled. In addition, parents and educators must spread the word to children and young adults about the dangers of internet usage and human trafficking. Awareness and reporting to law enforcement are keys to safe distance learning and social media access for children. The National Human Trafficking Hotline telephone number is 888-373-7888 and the website is humantraffickinghotline.org. The hotline is available 24 hour/7 days a week. Below are videos of interest that discuss human trafficking and risk factors:

Human Trafficking in DC, May 9, 2017, NBC4 Washington, https://www.nbcwashington.com/news/local/human-trafficking-in-dc_washington-dc/14148/

Pandemic Leads in Rise in Human Trafficking Numbers, July 30, 2020, WDBJ7, https://www.wdbj7.com/2020/07/30/the-pandemic-has-led-to-a-rise-in-human-trafficking-numbers/

How to identify and Help Victims of Human Trafficking, July 31, 2020, NBCLX, https://www.nbcwashington.com/lx/how-to-identify-and-help-victims-of-human-trafficking/2377935/

The Impact of COVID 19 on Human Trafficking, April 21, 2020, Jordan Greenbaum, Haruv Institute, https://www.youtube.com/watch?v=8PGLF2R1jgM

Valarie R. Austin is the author of The Student’s Comprehensive Guide for College & Other Life Lessons. She has a wealth of knowledge on the subjects of career and college preparation. She also conducts career and college readiness workshops for high school students and parents. Check out her author’s pages on https://www.linkedin/in/valarie-r-austin, https://www.goodreads.com/valarie_r_austin and https://www.amazon.com/author/valarie_r_austin. A Youtube.com review of her book can found at https://youtu.be/xy_GSHlJsa0. This article was edited by Raffie Johnson. Copyright 2021, Vauboix Publishing LLC.

The Student's Comprehensive Guide For College & Other Life Lessons
La Guía Comprensiva del Estudiante para la Universidad & Otras Lecciones de Vida

College Admissions - The "Not" Normal during the COVID-19 Pandemic

By Valarie R. Austin, September 28th, 2020, 2:30 PM EDT

(Previously Published on LinkedIn)

This year, high school seniors may be more stressed and anxious about the college admission process than any other time because of the COVID-19 pandemic. In the past, college admissions applications required students to submit academic grades, extracurricular activities and SAT/ACT scores. From the pool of applicants, college admissions officers selected freshmen for the next fall-spring academic year. COVID-19-related school closures have upturned the college admission process because countless high school seniors have received pass/fail grades, stopped participation in extracurricular activities and could not take SAT/ACT exams due to exam cancellations. This chaotic period has ratcheted up uncertainty for students and parents. In reaction, college and universities are exercising flexibility with their admissions requirements. In addition, students and parents can take actions to smoothly transition into this new college admissions reality. 

College admissions officers use the admission process to find the best candidates who will thrive in their school’s environment and adhere to the institution’s values, culture and ethics. Academic grades are important in evaluating a student’s ability to handle college coursework. This past semester, high schools closed and gave students pass/fail grades instead of letter grades. Although disruptive, the pass/fail grades only impacted the final semester of high school for seniors. Normally, college admissions officers assess students’ transcripts from ninth grade through the senior year. The evaluation criterion includes the rigor of academic courses that students took to earn their grades over time. Without the “traditional” official transcript, one article stated, “If a postsecondary institution has a specific admissions requirement that is not directly addressed in a school’s standard transcript or school profile, they typically contact the school to request the necessary information” (http://bit.ly/MasteryTranscripts). College admissions officers also complement high school transcript reviews with letters of recommendation from teachers, coaches, counselors, etc. Letters of recommendations are important contributions to the total picture about students. The input from these objective assessments reflect on the students’ character, academic preparation, discipline, or specified observed behaviors and actions. Due to COVID-19’s impact, some college admissions representatives are conducting virtual interviews with potential candidates to learn more information about them beyond their high school transcripts. With these checks and balances, one semester of pass/fail grades is not a deterrent to college admission. 

Typically, college admissions applications require students to provide details regarding high school extracurricular activities. Fear of the virus and its transmission closed schools, which stopped school-sponsored extracurricular activities. A Today.com article explains that The Common Application is a universal online admissions application (http://bit.ly/today_com_admissions_covid). Over 800 colleges nationwide use it. In The Common Application’s newest iteration, an optional essay permits students to describe the impacts of COVID-19. Some students may take the opportunity to discuss their interesting spring and summer replacements for formal school-sponsored extracurricular activities. College admissions officers understand the chaos that COVID-19 created for high schools. This year’s final semester of extracurricular activities for high school seniors will not make a difference to college admissions offices. 

For the 2020-2021 admissions period, TheConversation.com stated over 400 colleges such as Harvard and Yale are foregoing SAT or ACT exam submission requirements; so that, “the lack of test scores is not an admissions disadvantage” (http://bit.ly/TheConversation_com). Some colleges have instituted test-optional policies. An AmericanForeignServiceAssociation.org article explains the term “test-optional” as the schools will not require the submission of SAT or ACT results (http://bit.ly/afsa_org_admissions). Applying students should check their college(s) of interest website or call the admissions office to confirm the entrance exam requirements. Although, colleges are exercising flexibility with the submission of academic grades, extracurricular activities and entrance exams, the AmericanForeignServiceAssociation.org article stated, “College admissions officers are still looking for enthusiastic students who exhibit intellectual curiosity, want to learn and work hard, and know their institutions well.” Therefore, speaking with your college(s) of interest will put to rest fear and uncertainty about the uncommon admissions standards for this year. 

Students applying for college admission also have power. The process of selecting a college is similar to buying a car. No one buys a car without researching its specs or conducting a “test drive.” High school seniors can take steps to select the school that best fits their academic and career needs. Parents are valuable in this process by listening, being supportive and providing financial guidance. In addition, students and parents will need to create a list of postsecondary schools to complete the Free Application for Federal Student Aid and send its results to college(s) of interest to obtain financial aid. Seniors must identify college selection criteria. The selection requirements can include offered majors, degree program length, a match to the student’s academic profile, the student’s career goals, total cost of attendance, location, internship/after graduation employment rates, student-faculty ratio, etc. To research schools, Big Future, College Board, is a useful website (https://bigfuture.collegeboard.org/college-search). The National Association for College Admission Counseling organization also sponsors virtual college fairs for students to interact with numerous college/university admissions officers (https://www.nacacfairs.org/virtual/). Additionally, schools of interest websites ought to offer course descriptions of majors; admissions requirements; net price calculators; and online virtual tours of dorm rooms, campus grounds, etc. High school seniors can take control in the college admission process by researching colleges to determine which schools will work best for them. 

Remember college admissions officers are also feeling the pain from the COVID-19 pandemic. It is in your best interest to research schools that you would like to attend and determine if they are a good fit for you. When you apply, make sure your application is complete according to the schools’ admissions standards and be sure to meet any deadlines. If you put in the work and necessary research, you will be starting with the class of 2025 at the school of your dreams. Good luck! 

Be well and stay safe!

Valarie R. Austin is the author of The Student’s Comprehensive Guide for College & Other Life Lessons. She has a wealth of knowledge on the subjects of career and college preparation. She also conducts career and college readiness workshops for high school students and parents. Check out her author’s pages on https://www.linkedin/in/valarie-r-austin, https://www.goodreads.com/valarie_r_austin and https://www.amazon.com/author/valarie_r_austin. A Youtube.com review of her book can found at https://youtu.be/xy_GSHlJsa0. The article was edited by Raffie Johnson. Copyright 2020, Vauboix Publishing LLC.

The Student's Comprehensive Guide For College & Other Life Lessons
La Guía Comprensiva del Estudiante para la Universidad & Otras Lecciones de Vida

A Second Language Opens the Possibilities for your Dream Career

By Valarie R. Austin, September 20th, 2020, 8:30 PM EDT

(Previously Published on LinkedIn)

A second language looks great on a resume and is a valuable asset to obtain employment. Right now, America’s focus is on the COVID-19 pandemic and its reach to every sector of life. As nations open up their borders, globalization and trade will continue to be major features in every country’s economic growth. U.S. educators and parents have to look past the near term and stress to their students how becoming proficient with a second language can enhance career advancement and employment. The Visual Capitalist.com estimates that 43% of the world’s population is bilingual (http://bit.ly/Visual_Capitalist). Despite this statistic, many U.S. high school and college students that have selected a second language do it based upon random criteria. They do not use their acquired second language beyond the classroom and quickly lose proficiency. Potential hires who have learned a second language distinguish themselves from other candidates. Their language skills may be valuable to secure jobs but bilingual candidates must research companies of interest to find out if a second language is a requirement for employment. These language-specific job postings may call for relocating to another country where English is not the native language, conducting business with clients who speak a foreign language, or working in environments with co-workers who collaborate in a foreign language. A Pipplet.com article explains numerous employers use pre-employment language skills testing to evaluate a bilingual candidate’s ability in “vocabulary, grammar, reading, writing, listening and speaking (http://bit.ly/Pipplet_com_article).” Or, companies publish their hiring language scale and require potential candidates to prove their skill level by submitting language proficiency test results. According to Indeed.com, two tests that companies use to validate language skills are the English as a Foreign Language (TOEFL) and Chinese Proficiency Test (HSK) (http://bit.ly/Language_career). Businesses verify language proficiency to prevent expensive personnel turnover because candidates cannot meet the language requirements of the positions. Bilingual speakers that are fluent in their chosen language have an advantage over other candidates because they can use their second language to enhance their options for careers. 

There are two key reasons to speak a second language: 1) diverse language needs of U.S. residents and 2) U.S. companies are increasingly conducting business beyond U.S. borders. A 2015 Census Bureau Report stated the population within the U.S. speaks a number of different languages and dialects especially in metropolitan areas such as New York, Los Angeles, Dallas, Houston, Miami and the Washington metro area (http://bit.ly/Census_2015_languages). This report documented within the U.S. there are at least 350 different languages. English is the primary language spoken in the U.S., followed by Spanish (43,200,000 native speakers) and Chinese variants, in particular, Mandarin and Cantonese (2,900,000 native speakers) as reported by a 2020 Babbel.com article (http://bit.ly/Babbel_language). This information is valuable for policy makers, planners, researchers and business leaders. For instance, Spanish speakers are not a monolith group. A BBCNews.com video highlighted that across the U.S., the Spanish language is as diverse as the people who use it. There are different dialects of Spanish within the Cuban, Salvadorian, Mexican and Puerto Rican communities (http://bit.ly/BBC_US_Spanish_diversity). The assortment of languages in the U.S. affects education the most, in particular, teaching English because primary/secondary teachers often must adapt to learners who vary by language, age group and state. Language diversity also impacts policies regarding immigration, literacy, economic growth and employment across the nation. A bilingual speaker has an advantage in pursuing careers in many areas, such as marketing, or translating English to other language content for online, audio and written materials. 

Another reason to learn a second language is the federal government and U.S. companies maintain operations in Europe, South America and Asia for political and economic concerns. The 2020 Ethnologue of Languages of the World lists the top six spoken languages in the world as: 

  1-English (1.268 billion native and non-native speakers)
  2-Mandarin Chinese (1.120 billion)
  3-Hindi (637 million with many speakers in India, Nepal, the U.S. and Mauritius)
  4- Spanish (538 million)
  5- French (277 million)
  6- Standard Arabic (274 million) (https://www.ethnologue.com/guides/ethnologue200).

These languages are in demand for careers within government agencies, academia-teaching English, tourism and business. U.S. companies with huge workforce footprints and investments overseas are Proctor & Gamble in 180 countries, Coca-Cola in over 200 countries, Wal-Mart in 26 countries and McDonald’s with 22,000 international locations, according to The Motley Fool investing forum (http://bit.ly/Motley_Fool_global_US_companies). To increase their competitive edge in international markets, multinational or global companies own overseas assets, including equipment, real estate and factories. This is why U.S. companies with overseas operations are employment conduits for enterprising and proficient bilingual speakers. Due to the growth of international markets, the opportunities are immense for bilingual candidates to obtain employment and flourish in sustainable careers. 

If your high school or college offers foreign language classes, take advantage of the opportunity. Investigate the career prospects of each language offered and choose the one that best fits your interest. Learning a second language is a fantastic way to travel the world and experience other cultures. It may also give you the advantage to ace a company’s pre-employment language proficiency test for your dream job. Just as reading opens a person’s imagination, a second language opens employment opportunities. Follow your desire to learn a second or multiple languages while in high school or earning your college degree. You can use your language skills to become a bold policy-maker, diplomat, chief executive officer, or business owner. Simplemente hazlo, 去做就对了, simplement fais-le, Mach es einfach, or Just do it! 

Be well and stay safe!

Valarie R. Austin is the author of The Student’s Comprehensive Guide for College & Other Life Lessons. She has a wealth of knowledge on the subjects of career and college preparation. She also conducts career and college readiness workshops for high school students and parents. Check out her author’s pages on https://www.linkedin/in/valarie-r-austin, https://www.goodreads.com/valarie_r_austin and https://www.amazon.com/author/valarie_r_austin. A Youtube.com review of her book can found at https://youtu.be/xy_GSHlJsa0. The article was edited by Raffie Johnson. Copyright 2020, Vauboix Publishing LLC. Article 4 of 5, Fall 2020.

The Student's Comprehensive Guide For College & Other Life Lessons
La Guía Comprensiva del Estudiante para la Universidad & Otras Lecciones de Vida