​
​Many high school students and parents are overwhelmed with the task of applying to college. They recognize how much information they have to decipher and look for resources to assist them with the college planning process. Some may have heard of Harlan Cohen or seen his bestselling book, The Naked Roommate: And 107 Other Issues You Might Run Into in College. He also hosts webinars and speaks at schools  around the country. He focuses on helping students transition to college life and 'becoming comfortable with the uncomfortable'.
Check out his website: www.harlancohen.com.

​By Dr. Deborah Barany
Barany Educational Consulting
www.baranyeduconsult.com

​After years of music recitals, high school performances, choir concerts, rehearsals, tech weeks and maybe even more than a few musical theater productions, you are ready to apply to college music programs. The music application process  takes planning, time management and attention to additional requirements.
The music application has more steps and requirements compared to a typical college application. Start researching early and learn about the following:

• Types of music programs found in colleges, universities and conservatories, (i.e.: dual degree options, conservatory, schools of music and departmental offerings)
• Preparation of a music application
• Audition process
• Music studios and pedagogical approach. 

Types of music programs found in conservatories, universities and colleges.
Almost every college or university offers a music major. The most important takeaway from this entire blog post is:

​All music programs are organized  around the studio system. Students select or are assigned a faculty member in their instrument. They typically stay with this teacher throughout their degree program. Private, group and master classes are taught through the studio. Students in the studio become colleagues, collaborators and friends. One of the benefits of the studio system include meeting students at all levels, -freshmen- senior and even graduate students. The studio becomes a home away from home as well as the center of music training. Now you might understand why music students are choosing a studio as well an institution.

There are all kinds of structures for earning a degree in music.
 
Conservatory - Only offer music degrees. Some liberal arts courses are required for graduation but do not form the majority of the course load. Examples include Eastman, Manhattan School of Music, San Francisco Conservatory.
 
Conservatory/Liberal Arts College- -There are a handful of schools in the US that have conservatories and liberal art colleges. Students can enroll in either the conservatory or the Liberal Arts College, OR they can enroll in both, earning two degrees. Campuses offering both are are referred to as double degree programs. Any two degrees can be combined, for example, Bassoon performance Major (Bach. of Music) and Biochemistry (Bach. of Sci). Examples include Lawrence University, Gettysburg College, Oberlin College and Conservatory.
 
School of Music - Usually found at the university level. Most schools of music operate like conservatories but have the resources of the larger university. Examples include Boston University, University of Puget Sound, Indiana University.
 
Music department - Usually found at colleges and operate like any other department, eg. biology department. Examples are St. Olaf College,  Pacific Lutheran University,  and Amherst College.gg
 
Music program - Programs are not full departments but in some colleges a student can still major in music. Best to check out the offering carefully.
 
Art school- - There are a number of Art colleges that offer music programs.  Good examples are The University of the Arts, Cal Arts , and Cornish College of the Arts .  This  type of school offers both visual and performing arts majors.

The Music Application
In addition to the regular application process (transcripts, essay, letters of recommendation, application, test scores) the music application is likely to require:
1) Audition
2) Resume
3) Head Shot
4) Additional  Application
5) Additional Letters of Recommendation from Music Teachers
6) Pre-Screen Submission
 
Audition- Make sure you know the requirements for your instrument. Requirements are listed on each school’s website. PRACTICE, PRACTICE, PRACTICE...this is not the time to wing it or come in underprepared. The audition will make or break your application. You might have the perfect GPA and test scores but that will not overcome a bad audition! There are several options for auditioning. The best option is audition live, on campus and in front of faculty. If that is not feasible many schools hold regional auditions around the country. If you really can’t get to campus or a regional audition you can submit a video to the school.
You must submit a complete application to the school before you can schedule an audition!!!!!
Even though you will most likely only be able to apply regular decision, submit your completed application by the ED1 or EA1 deadline.
Audition season is generally in January and February. - Unfortunately for the musical theater students it usually means no high school show for you in senior year.
 
Resume- This is a music resume which should include your instruments, all the ensembles, performances, current repertoire, and music teachers/lessons.
 
Additional Application- It is common for music programs to include a separate application in addition to the general application for the college/university. Check each school to find out what they require.
 
Music Letter of Recommendation- These letters must come from your private music teacher in your primary instrument (and secondary if you have one). You must also include your high school music teacher and community ensemble (if you participate in one).
 
Pre-Screen Submission- Many schools have so many applicants they can’t listen to everyone. Make sure you know if a school requires a pre-screen video submission. From this pre-screen video they invite candidates to a live audition. If you don’t pass the pre-screen stage then you are denied an audition and will not be admitted to the music program.
Check with each school’s application to see which portal, such as SlideRoom, they require for the pre-screen video. Some colleges have their own arts submission portal.

Application- Apply RD but think ED!!!
In order to schedule an audition you have to submit your application to the college/university first.  A couple of schools offer early action/decision for music students if they hold fall auditions. In most cases music students can only apply regular decision.  Nonetheless, in order to secure an audition date your application must be submitted in the fall. You do not have to worry about high school transcripts or test scores. Your common app and all your music materials must be complete and turned in early.
 
What about admission rates?
Unlike non-music majors, schools rarely report admit rates. The admit rates for music are very low- sometime even more competitive than the Ivies. This changes year to year and is different within the music program itself. For example, a large group of Baritone singers graduate making room for new Baritones.  At the same school, Alto Sax is full so no new students will be admitted in the Alto Sax studio. This is because of the studio system. Schools admit new students based on openings in the various studios. I have seen schools take 0% in a particular instrument because they had no room for new students that year.  Sometimes schools will let you know but most of the time they will still hear all instruments in case there is an opening.  Because of the level of competition, be sure to allow yourselves a variety of program options.
 
TIPS FOR A SUCCESSFUL APPLICATION PROCESS:

• Try and get the application done by early fall
• Prepare for the audition
• Know the requirements
• Choose your repertoire at an appropriate challenge level
• Let the music teacher be the coach, parents and counselors are not qualified nor appropriate to coach
• Ask music teachers for recommendations
• Enjoy the process, it is a big step toward the professional world

Personalized College Action PlanMany thanks to our colleague, Dr. Deborah Barany, IEC, for sharing her expertise with our readers.
For further information or help with college admissions for the arts, feel free to contact College Docs and check out the Performing Arts page on our website.  College Docs offers personalized college action plans to help with every step of the college admissions process. 

Lauren Wilshusen
Director of Admissions
Massachusetts College of Art and Design

​Hello from beautiful Boston! Did you know that Boston is home to the nation’s first public school, first subway, first public library, as well as the first art school to grant a degree? That school is Massachusetts College of Art and Design. MassArt—the country’s first and only remaining freestanding public college of art and design—has been around since 1873. A lot has changed since then, but what hasn’t is our commitment to make arts education accessible to students from all over the country, and the world.
MassArt offers a variety of disciplines spanning fine art, design, media, art education, and art history, as well as  graduate degrees in the fine arts, dynamic media, architecture, and art  education. Certificates are available in fashion, graphic, and industrial  design. Classes are taught by professors who are artists, designers, and scholars actively working in their field.
Our campus boasts  close to 1 million square feet of classroom, studio, and living space, the largest printmaking studio in the Northeast, and the Paine & Bakalar Galleries, which is the largest, free contemporary art space in New England. In addition to the professional galleries, there are six student galleries on campus, all of which are free and open to the public. The newly opened Design and Media Center offers interdisciplinary classroom space, a lecture hall, as well as brand new lighting and sound studios, and a modern woodshop.
Off-campus, MassArt students have access to cross-registration, athletics, performing arts, and social events through the Colleges of the Fenway and ProArts Consortia. Additionally, students can take courses at Massachusetts Institute of Technology, the state Community Colleges, and the other State Universities.
There is quite a bit happening here at MassArt! Do you want to know more? Don’t hesitate to contact the Admissions Office or schedule a visit to campus. We hope to see you soon!

-The MassArt Admissions Team

THIS IS A SECOND IN  A 2-PART SERIES BY  
 Bonni  Alpert, Ed.D.
Assistant Dean, Office of Student Disability Services
Western New England University

As students eagerly anticipate the ‘independence’ that awaits them, as they embark on this new life phase in a post-secondary world, parents are often left wondering, “how do I let go, give my child space, and also help my child learn how to navigate this new, and sometimes daunting, experience?”  This can be compounded for parents of students with disabilities.  One reason for this is that, while many of these parents may have attended college themselves, they have never attended college as a student with a disability.  And, because of this, it is much more difficult to know first-hand what their child is experiencing, and then to help them navigate, from what may seem to be a very foreign vantage point.  Another reason for this is the fact that many of these parents have spent the last 18 years advocating on behalf of their child to make sure that he/she is supported and able to successfully transition through the K-12 educational system, in hopes that they will do what most students do – go on to college.  It is difficult to let go of a job you’ve been doing for so long – especially when there is so much love invested and the stakes are so high.
 
In my 25+ years of supporting/ensuring access to students with disabilities in higher education, I have witnessed, hundreds of times over, how well-meaning parents have unintentionally sabotaged their child’s success in their college and vocational pursuits, just because they weren’t aware of the following key points:   

• ​Students should know their rights and responsibilities.  For example, a school may not discriminate on the basis of disability. It must ensure that the programs it offers, including extracurricular activities, are accessible to students with disabilities. Postsecondary institutions can do this in a number of ways: by providing architectural access, providing aids and services necessary for effective communication, and by modifying policies, practices and procedures.  If your child does not require any accommodations, she can choose to keep this information private. If accommodations are needed because of a disability, however, your child must disclose in order to receive them. A school cannot provide any service, modification or accommodation when it does not know one is required. It is your child's responsibility to make her needs known in advance. This process is often facilitated by an office for Students with Disabilities. It is then the school's responsibility to work with your child to make reasonable modifications or provide appropriate services in a timely way​Students should be working on developing strong organization, time-management, planning and independent living skills while they are home and still in high school (while the stakes are relatively low).  While all young people may struggle in these areas to some degree, students with certain disabilities may be impacted significantly.  With all of the transition issues associated with the first year of college (new people, experiences, expectations, etc.), it is an unrealistic expectation that your child will be able work on developing these skills, while also managing a substantial course load.  Elizabeth Hamblet, an Educational Consultant, shares “8 Simple Ways that Parents Can Teach Kids to Get Organized”: http://time.com/4208279/8-simple-ways-parents-can-teach-kids-to-get-organized/?p=4208279?xid=tcoshare. 
• All people NEED to experience failure, before they can truly know how to succeed.  Based on my 25+ years in this field, and my own experience as a parent, I know that many parents will do almost anything to avoid having their kids experience even mild discomfort, anxiety, or disappointment.  Unfortunately, however, the result is that when, as adults, they experience the normal frustrations of life, they think something must be terribly wrong.  Dan Kindlon, a child psychologist and lecturer at Harvard, warns against what he calls our “discomfort with discomfort” in his book Too Much of a Good Thing: Raising Children of Character in an Indulgent Age. He believes that if children don’t have the opportunity to experience painful and uncomfortable feelings, they won’t develop “psychological immunity.” I’ve observed, for instance, students becoming despondent over something as easy to resolve as not understanding an assignment, without ever having considered the notion of contacting the professor for some answers.  In addition, research shows that predictors of life fulfillment and success are perseverance, resiliency, and reality-testing. These are qualities that people need so they can navigate the day-to-day of school, work and life in general.  Successful students/workers/people have a realistic understanding of the areas in which they excel, as well as the areas in which they are likely to struggle and may need help.
• Some students are just not ready for college, and that is okay!  A post-secondary education is a huge investment of time and money.  It is, therefore, so important that you really listen to your child, both his words and the messages she may be sending you.  Does she understand what it takes to do well in college level classes?  Is he equipped with the necessary skills to survive in a college environment? Has she exhibited a commitment to achieving a college education?  Does he want to be at the college or university to which you are sending him?  Does she want to pursue the major she’s in, or is this your dream for her?     The students who struggle the most are often apathetic regarding their academic performance, maybe      because they are in college because their parents want them to be, or because they think this is something they are supposed to be doing.  These students also often demonstrate a learned passivity, possibly because their parents were too afraid to let them struggle and fail.  These students often stumble along waiting for someone to offer assistance, but they don’t seek it themselves.  They don’t know they are missing something, they don’t ask questions, and they are not actively trying to find out answers when they don’t know them.  This just may not be the right time for college?!

• Nothing is irreparable.  My mom taught me this.  We all make mistakes, and our mistakes have consequences; however, the great thing about mistakes is that we can learn from them, and hopefully prevent similar mistakes in the future.  So, try to relax, sit back and enjoy the ride, with your kid in the driver’s seat.

These days with the prevalence of computers, tablets and smart phones, both students and parents, as well as businesses and institutions, have gotten used to relying on emails, texts and other online forms of messaging. While this can be very convenient for many communications, there are times when speaking directly to a person on the phone or face-to-face is essential.

Researching the college list and visiting
There are many parts to the college application process. To start, you need to find out accurate information on different colleges, what majors and special programs they offer and what standardized tests may be required for admission. Then, you need to explore what else each college has to offer in terms of clubs, sports, and academic rigor to see if the college would be a good fit for the student. Despite all the great information that can be obtained online, it is important to try and visit any school that the student is interested in as it helps to get the 'feel' of a campus that cannot completely be conveyed through a website. It can motivate a student to work harder once they see some real life colleges that they desire to attend. It can help to refine the college list and eliminate schools that are not liked.

Visiting can also show the college 'demonstrated interest' that can improve a student's chances of acceptance. In addition, once the student has hopefully been accepted to several colleges it can be difficult to try and rush to see all the schools in the spring. A campus visit affords the opportunity to speak directly to admissions staff, as well as current students, where asking questions is very important. Students and parents should feel empowered to ask anything of concern to them: from roommate selection, the political leanings of the student population, the school's policies on safety, to how easy or difficult it is to change one's major.

Another step in the college admissions process is developing the student's resume. This includes the transcript, extracurricular activities, jobs, special talents and one or more essays. A problematic personal essay has been known to sink an otherwise promising college application. It is very important for students to get adult feedback on their essay as well as how to best present themselves to the colleges, especially if there have been one or more academic bumps along the road. Parents can play a role but often have a harder time being objective and are unlikely to know what the admissions officers are looking for. Further complicating matters, it is often hardest for students to hear feedback from their parents rather than other adults.

Financial concerns
Once a well thought-out list of colleges to apply to has been compiled, most families will apply for financial aid. There are many details to this process which can be confusing. Here again, it is most important for students and parents to follow through with questions on anything that is not clear or where information is missing and to be aware of deadlines. Read carefully through all paperwork sent from the college as soon as you receive it. When filing the FAFSA, be aware of common errors, such as how to make sure all the colleges receive your financial information if the student is applying to more than ten schools. In that instance, after you've verified that the first ten schools have been sent and received your information, you can then go back and replace additional schools in those slots. Increasingly over the last few years it is not enough to simply submit the FAFSA. Some schools want the CSS Profile, a more thorough questionnaire about a family's financial information. Many schools now want an IRS transcript sent to them as proof that the family did, in fact, file their tax returns and that the numbers are consistent with what they reported on the FAFSA.

One needs to clearly understand the different types of financial aid that may be offered to the student. Failure to do so can cost a family thousands of dollars. There are scholarships and grants offered from the college (both one-time and renewable) which don't have to be paid back and are the best type of aid. There are various types of federal grants or loans if you qualify. While grants are preferable, federal loans are the most desirable of the loans because they have the lowest interest rates and have several deferment options following one's undergraduate education. There are also private student loans, which can be used to pay the gap between what monies are offered and each college's cost of attendance. Ideally you want to minimize the proportion of private loans in the financial aid package as these are the most costly upfront and during repayment.

One of the reasons it can be valuable to apply to several schools is that you then have a wider selection of financial offers. While money isn't everything, no one wants to leave school saddled with hundreds of thousands of dollars of loans. It is important that the student and the parents have ongoing open and honest discussions about each school's desirability and affordability. Even with a family's demonstrated financial need, colleges are not required to offer scholarships or grants to fill the gap. They may expect the family to take out extensive loans to pay for college. Often private colleges have greater endowments than state colleges, and are thus able to offer more scholarships, despite having a higher stated cost of admission, the 'sticker price'. In addition, state college are mandated to provide for their in-state residents, and many offer little money to out-of-state residents to offset costs to their in-state students. Ironically, therefore, students can often pay significantly less for a private college than for a seeming less expensive state school out of their state.

Be proactive and follow through
With all the hours and effort put into the college application process, it is crucial that important details are not overlooked. If a student or parent has a question or concern, it is not sufficient to simply send an email and then wait for weeks to get a reply. Emails can get overlooked, people can get sick, go on vacation, leave their job or simply make mistakes. Do not assume that the college staff are always thorough. Teenagers have to realize that adults are not necessarily competent. Other adults, such as parents, realize this. This is a truism of life in general. Communications from colleges sometimes are not clear. Do not doubt yourself or not follow up because you don't want to seem foolish or be a nag. Do not rely on a 'reminder' from the college for missing documents. It is the student's and parents' responsibility to respond or to call and get clarification if something is not clear or does not seem right or goes beyond the time expected to get an answer. It's always good to be proactive when dealing with the importance of the next four years of a student's life and their future job prospects.

Do not hesitate to call a college's admissions office, specific department office or financial aid or bursar's office, or FAFSA itself with questions. That is part of their job. If you do not get a thorough answer, politely ask to speak to someone higher up who might know the information. Often students are manning the desks at the colleges and the initial person on the phone does not have the experience or authority to correctly answer a question. Be courteous but do not allow yourselves to be put off. Students should utilize their parents if they feel that they are not getting clear or thorough information. Make sure all information received by the student is shared with the parents. Do not assume parents received a duplicate of the information and that they will 'take care of it'. Many parents want to be helpful but do not understand a lot of today's requirements because things have changed in the last 20 to 30 years.

Learning to be strong self-advocates will enable students to navigate college more successfully, as well as serve them for the rest of their lives. Getting expert college advice is an investment in a student's education that can increase their chances for acceptance and the offers of scholarships. College Docs works with students and their families to help them obtain the best opportunities for successful college admission. Feel free to call us for questions on how we can help.
Contact College Docs at 203-330-1852 or collegedocsmail@gmail.com

​As students eagerly anticipate the ‘independence’ that awaits them, as they embark on this new life phase in a post-secondary world, parents are often left wondering, “how do I let go, give my child space, and also help my child learn how to navigate this new, and sometimes daunting, experience?”  This can be compounded for parents of students with disabilities.  One reason for this is that, while many of these parents may have attended college themselves, they have never attended college as a student with a disability.  And, because of this, it is much more difficult to know first-hand what their child is experiencing, and then to help them navigate, from what may seem to be a very foreign vantage point.  Another reason for this is the fact that many of these parents have spent the last 18 years advocating on behalf of their child to make sure that he/she is supported and able to successfully transition through the K-12 educational system, in hopes that they will do what most students do – go on to college.  It is difficult to let go of a job you’ve been doing for so long – especially when there is so much love invested and the stakes are so high.
 
In my 25+ years of supporting/ensuring access to students with disabilities in higher education, I have witnessed, hundreds of times over, how well-meaning parents have unintentionally sabotaged their child’s success in their college and vocational pursuits, just because they weren’t aware of the following key points:   

• Legal Differences: The Individuals with Disabilities Education Act (IDEA) does not apply to colleges and universities.  Your child will now be requesting and receiving accommodations under the Americans with Disabilities Act (ADA) and Section 504 of the 1973 Rehabilitation Act.  The difference between these laws is significant.  The IDEA, for example, must guarantee that students will successfully transition through and graduate from the K-12 system.  The ADA and Section 504 guarantee access.  This is important because while the college or university will be expected to ensure that your child can participate fully (i.e., has access to) in all programs, activities and other educational opportunities, it will be your child’s responsibility to make use of the resources in order to meet the standards for success. In college, teachers do not seek out students for such things as missing assignments as they may in high school.​
• The Shift from Child to Adult: Most first year college students are 18 years old, and considered to be an adult.  Some information, such as grades and course assignments, therefore, may not be available to you, as a parent.  Though you were likely a lead player in your student’s IEP or 504 Plan coordination, your student is now the lead player in the creation of his/her educational experience.
• Students who do well are invested in their education and have self-advocacy skills. They know what they need and are able to ask for it.  As parents, we all want to protect our children.  That’s our most important job!  However, oftentimes, parents of students with disabilities try to shield their children by either keeping the disability-related information on the down-low, so that students don’t know what their challenges and/or needs are, or by speaking on behalf of their kids and not helping them learn to articulate their struggles and needs. Your student needs to learn about him/herself – what his disability is, what impact it has on him, and what accommodations he needs, before he goes to college.
• There is a difference between accommodations and support services.  Parents and students often come to college thinking that accommodations (extensions on assignments, flexible attendance, extended time on exams, etc.) are needed so that the student can be successful in his/her classes.  This is not the case.  

 
            Accommodations are approved for access, to help level the playing field for students   
            with disabilities.  Therefore, certain accommodations will not be approved, unless it is
            clear that the accommodation will remove a barrier, and/or will help to mitigate the  
            impact of a disability.
 
Support Services (tutoring, mentoring, etc.) are not accommodations, but are designed to increase the chances for the student’s success.  While disability accommodations are a legal requirement for post-secondary institutions, colleges and universities vary with respect to the quantity and quality of the support services they provide.

Written by Bonni Alpert, Ed.D.
Assistant Dean, Office of Student Disability Services
Western New England University

​

There is a common myth among high school students, as well as their parents, that the only way to succeed in life is to attend an Ivy League, top-ranked college with high name recognition. As Frank Bruni so brilliantly explains in his book: Where You Go Is Not Who You'll Be: An Antidote to the College Admissions Mania, many people approach the college admission process as a fierce competition to gain acceptance into these “top” selective colleges and universities. Once accepted, it is assumed you are destined to become a leader in your chosen field.

We are here to tell you that this is simply not true. Success in college and beyond is not solely based on where you “get in," but much more on what you do when you get there. As so well described by Malcolm Gladwell in Outliers: The Story of Success, being in the top third of your class at whatever school you are at is the best indicator of future success.  How well you perform in college, the connections you make with other students and professors, and the experiences you gain are the crucial factors in predicting high achievement later in life.
 
Remember that the Ivy League and other highly selective schools attract students who are already high achieving. Therefore, it is not the “magic” of the selective school, but the talent, hard work and drive with which the student arrives at the school that creates success. Some research indicates that many colleges have built myths of excellence not by adding value to students’ college experience but simply by recruiting numbers of students with strong characters developed prior to attending college.
 
Even after taking into account the self-selected sample of students attending elite universities, if you look at the total number of top executives, most did NOT go to Ivy League or highly selective colleges. The same is true for the majority of governors. Examining the current list of acting governors reveals that only 9 out of 50 obtained their undergraduate degrees from Ivy League institutions, and over one-third graduated from public universities. Furthermore, many graduated from lesser-known schools such as Husson University in Maine, Mercer University in Georgia, Catawba College in North Carolina, and Trinity University in San Antonia, Texas.
 
To further illustrate the point that an elite college education is not the exclusive channel by which to achieve success, check out the alma maters of these influential leaders. The results may surprise you.
 
Politics:
President Barak Obama – Occidental College, CA
Vice President Joe Biden - University of Delaware, DE
Senator Elizabeth Warren - University of Houston, TX
Governor Chris Christie - University of Delaware, DE
Senator Marco Rubio -  University of Florida, FL
Governor Mario Cuomo - Fordham University, NY
Governor Terry McAuliffe - Catholic University, D.C.
 
 
Media/Entertainment:
Oprah Winfrey - Tennessee State University, TN
Al Roker -  State University of New York, Oswego, NY
Jon Stewart -   College of William and Mary, VA
Bill O’Reilly - Marist College, NY
Spike Lee - Morehouse College, GA
Lorne Michaels - University of Toronto, ON
Amy Schumer - Towson College, MD
Amy Poehler - Boston College, MA
 
 
Business: 
Tim Cook (Apple CEO) -  Auburn University, AL       
Danny Meyer (Owner of Shake Shack) -  Trinity College, CT
Doug McMillon (Wal-Mart Stores CEO) -  University of Arkansas, AR
Rex Tillerson (Exxon Mobil CEO) - University of Texas at Austin, TX
John S. Watson (Chevron CEO) - University of California, Davis, CA
Warren E. Buffett (Berkshire Hathaway CEO)  - University of Nebraska, NE
Joe Gorder (Valero Energy CEO)  -  University of Missouri-St. Louis, MO
Mark Fields (Ford Motor CEO) - Rutgers University, NJ
Mary Barra (General Motors CEO) - Kettering University, MI
 
 
The bottom line is, where you go to college will not be the determining factor of success in your life. Certainly, attending an elite college is not going to hurt you, if it provides the educational environment in which you thrive. But ultimately your future success is going to depend on you, not your college. To quote Frank Bruni: “Education happens across a spectrum of settings and in infinite ways, and college has no monopoly on the ingredients for professional achievement or a life well lived.”

When you have had a semester or more of college life and decide to transfer to another college, the essay is often one of the most important components of your application. The transfer essay needs to be more focused on what you, as the student, are looking for from a different educational setting than what you have already experienced. The essay has to directly address the prompt:

1. What are your reasons for transferring?
2. What objectives (goals) do you hope to achieve?

The tone should be positive and forward-looking rather than negative and complaining about what you  don't like about your current college. Say more of what you're looking for, not what you're not happy with.

You need to give at least 3 examples of why you want to transfer, preferably one addressing issues in your major field(s). You should also give 3 specific goals and objectives of what you hope to accomplish at the new institution. State what you want to accomplish at college in a specific way and why you feel you can't accomplish it where you are currently enrolled. You want to convey what you bring to the table.

Think about the schools you want to go to. Look at the “ambiance” and “atmosphere” of the colleges you're applying to and how they would significantly differ from where you are now. Research what they're known for, what they highlight that makes them special or unique, and try and incorporate these into your essay. 

As a transfer student you have to show that you're not flighty and noncommittal, or just unhappy and wanting to run away. You need to relay clear reasons why you want to leave your school and why you want to go to the prospective schools. Omit excessive examples from high school.

Overall, when writing your transfer essay, stick to the prompt and be specific. Remain upbeat but convey your message effectively. Be polite and respectful but honest and not self-aggrandizing. You need to focus on telling your story in a clear, strong way. Demonstrate to the reader all you have to offer and how your ideas about your career path have evolved, including your interests and goals, and where you see yourself career-wise in the future. They are learning about your character as well as your interests. Think about the essay like an interview and a resume by addressing the following questions:

• What kind of major and eventual job do you want to pursue?  Are these fields that the potential transfer school specialize in? 
• Where do you see yourself in 5-10 years?
• Why are you a good candidate for their school?  Do you have any evidence that your own skill-set includes things relevant to such a major/career path?

For college-specific essays, directly address the prompts and give details. Your story should be a flowing, coherent tale about your evolution from early interests to your current set of abilities and passions, to aspirations for your future. Be even more focused about the particular programs, centers, organizations, clubs, etc, that are available. Highlight if those programs are not as available where you are now and mention that you want to become a part of them. Elaborate on your main essay themes by mentioning the specific academic and extracurricular offerings from each school. Pay attention to what the colleges state about their students, and anything else, other than just their ranking, that appeals to you and led you to apply to that school. 
 
You want to be specific in what you've done in college so far. What activism/social justice causes, artistic endeavors, scientific research, academic or social clubs have you been involved in? What professionals or organizations have you worked with, what was your role and what did you gain from the experiences?  Explain how you are clearer now about what you want to study and focus on than you were when you applied from high school.
 
Your essay should be a personal story and not sound like a sales pitch or a TV commercial for the college. Explain as much as possible in as few words as possible about yourself and why you would do well at their schools. It should sound like a clear, concise narrative of your own college experiences, goals for the future, and what assets you bring to the school. Your essay should not focus on your unhappiness or disappointment of the moment. The college(s) you are applying to does not know you. Don't make any assumptions about what they know or 'get', so don't be casual or unclear in your  descriptions. Don't spend time on extraneous or outdated issues unless they flow directly with your narrative.
 
Going forward in college, here are some main points to keep in mind for all good writers:

• Make sure that the paper speaks to the prompt.
• Always make sure that your writing is designed to guide the reader.
• Always introduce a new idea.
• Make sure that your big idea or thesis is clear early on and is reinforced throughout the paper.
• Connect different ideas together logically and explain how they relate to one another and to the broader point.
• When jumping between ideas, use transition sentences so the reader doesn't get lost.
• Always speak in a consistent tense.
• Make sure to include a conclusion that brings together the many threads of your paper and explains how they add up and prove your thesis but do not include new points or arguments in the conclusion.

Overall, be optimistic. Many successful people transferred from their initial college or university for a variety of reasons. Think of your essay as reflecting an older and wiser you. You now have more to offer a college than you did as an entering freshman.