2. Crofton House University Evening University and College Information Evening
Student Services
Mrs. Ruth Fraser
Mrs. Paula Manhas
Good Evening and Welcome to the University and College Information Evening. My name is Denise Lamarche and I along with my colleagues, Ruth Fraser and Paula Manhas are all university Counsellors in our Department of Student Services. I want to thank you for taking the time out of your busy schedules to be here tonight, we do believe this is an important process in the post-secondary planning journey.

3. ~This power point will be available on the website~
Agenda
CHS University Program information
Factors to consider when applying
Choosing university programs
Admissions landscape
Canadian universities
U.S. & International universities and colleges
Student Panel
Resources for post-secondary research – handout available as you leave
~This power point will be available on the website~
The following slide outlines our presentation to you this evening. I’d also like to mention that this presentation will be available on the VINE should you wish to review it with your daughters. Also, at the back of the room, upon your departure, there will be various handouts available for your reference. We would like to thank Kids Books wil
l also be in the foyer with several interesting titles on the University process.
Tonight we extend a special welcome to our grade 12 students who we have invited to share their experience with you which we believe will be interesting and informative.

4. CHS University Program Overview
University Info Evening: Wednesday, February 13, 2013
Course Planning Evening: Thursday, February
Research sessions (in Planning classes) – grade 10 & 11
Mandatory parent & student interviews (grade 11) with assigned university counsellors Feb - March
Students will be assigned to their university counsellor by Graduation Transitions12 classes in their grade 12 year
The University Programme at Crofton House School really begins in the Spring of Grade 11 in Planning classes; however, we do invite parents and students of earlier years to attend this information presentation for future planning and discussion of the post-secondary path.
Parents and students are strongly encouraged to schedule appointments with us while considering post-secondary options. We have started work with our Grade 11’s in mid-January on the university planning process in their Planning classes. We will also be starting to work on their Course Planning and Selections with the students in the next few weeks. We also encourage students and their parents to schedule individual meetings with us if they wish.
Coffee with the Counsellors is coming up Feb 4th – Grade 11’s and Feb 11th – Grade 10’s

5. CHS University Planning & Research
Each student should keep a current filing system (paper or electronic) for all pertinent information
Students update their Naviance profile and information on a regular basis
Parents should also be on Naviance to engage in conversation with their daughters and with counsellors
Research specific programs and course descriptions in college and university catalogues and on websites
New this year is Blueprint for Canadian School Research
When students begin their Post-Secondary research unit in Planning classes, they will be asked to start a University Research binder for important information that is key to their individual interests. Students will want to print out information regarding admission prerequisites, programs, contacts, and scholarships thus we emphasize that a well-organized student is a well-prepared student when it comes to completing applications in the fall of Grade 12.
They should also be tracking their communication with admissions at each school.
We also introduce students a variety of resources such as university viewbooks, school calendars, as well as websites.
When students are in Grade 10, they are introduced to Naviance, our post-secondary planning tool – which you will get to see a little later.

6. Important Considerations in Choosing any University program
Early, on-going, open, and un-pressured dialogue is key
Your daughter is a unique individual with unique strengths, weaknesses, and needs
Being accepted is different from choosing the school that is the right fit
Emotional intelligence is key to transition
60% of first year students change programs, faculties or universities – need for flexibility and being open to new opportunities
When students are considering their post-secondary options, we emphasize that it is crucial that families discuss their daughter’s interests, strengths and options beginning as early as Grade 10. We are not saying that students should know their path – we are saying that families need to start talking about the real picture and about the opportunities that are available after graduation, with emphasis on what is right and suitable for their daughter.
It is important to remember that your daughters are unique and that as schools differ from one another, so do students. Applicants need to realize their own strengths and weaknesses and to be authentic in the application process. One of the best tips for students is to hold their own counsel: they’re applications are their own business. They shouldn’t be influenced by information found through friends, online through blogs, MSN, etc. Parents are an important sounding board as students work through their decisions – you can help your daughter by encouraging discussion and being open minded.
Students will need to carefully consider the type of school they’re applying to: for example some students prefer a more structured curriculum in the program they’re studying while others may prefer a more open, flexible curriculum where they can handle that freedom of choice around their education.
Emotional intelligence is key: Admissions officers are not looking for students who display a high number of academics and activities. They want students who are motivated to succeed in their programs, students who are socially competent and emotionally intelligent enough to participate in their university life and contribute to their school community.
It is also important to note that 60% of students change their university programs or schools – this is the norm. Students shouldn’t expect that what they start studying is what they necessarily graduate with, and this is ok. Students shouldn’t feel pressured if they are not sure about what they want to study.

7. Factors to consider when applying:
Academic program: content, structure, features, elective flexibility, rigour, balance
Facilities: availability to undergraduates, quality, maintenance, development
Profile of institution
Size and location
Campus culture, diversity
Availability of financial aid/scholarships:
Canadian – University and private organizations
US financial support available but in difficult economic times full fee students increase their chances of admissions to competitive institutions
International – no substantial aid, although there are some scholarships available
When students begin their post-secondary research, their Planning teachers will be taking them through an exercise which has them examine criteria about schools of interest that are crucial to their unique needs and interests.
Academic programme: again, structured vs. flexible? What will be better for them?
Facilities: what facilities are available to first year students throughout the undergarduate years? What is the quality of those facilities? Example, weight rooms, seminar rooms and study areas in the residences, life in residence and the list goes on…
Profile of the school: What is written about the school’s reputation in publications like MacLean’s Magazine? What is the reputation of the school?
Size and location: Does your daughter prefer a closer, smaller environment with some extra personal attention or will a larger university across the country be suitable?
What is the culture of the campus? How diverse is the population? Here it is important to note that size, location, and culture are 3 main reasons that students make a change after their first year of studies.
What is the availability of scholarships and financial aid? And we do emphasize to our students (who are planning to study in Canada) – research your scholarships! The possiblities are endless in terms of money that is available.
These are only some of the criteria that we take the students through when considering schools of interest. It is important that this inventory is taken and that dialogue ensues around this.
Introduce Paula***************

8. Admissions Landscape - CANADA
Admissions have eased over the last 15 years due to changing demographics of Canadian population (fewer 17 year olds) .

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

10. Admission Landscape – U.S.
Demographics in the US are different than in Canada
Large and growing Hispanic and Black populations with a higher birth rate
No child left behind policies
CHS students apply to a narrow band of mostly private, top tier institutions
International students have better chances of admission if full fee paying
Parents can access a list of American institutions that historically provide Financial Aid for International Students on the school website

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

12. 3 Application Processes
Canada US
International
Admission
Grade 12 marks
Grades 9 – 12 marks
Grades 11/12 marks
Counsellor
Teacher Recommendation
Not required except for special programs
One or Several letters fro Teachers
1 from Counsellor
Teacher reference only for UK and Hong Kong
Essays/Profiles
Varies by Institution
*Required for
Broad Based Faculties & Institutions
Almost all Institutions require one or more - except state schools
Short personal statement for UCAS (UK Application Service)
Some essays may be required for others
Standardized Tests
Usually none
SAT’s and SAT subject tests for most or ACT
UKCAT (UK Clinical Aptitude Test), BMAT (Biomedical Admissions Test),
LNAT(Law National Aptitude Test) for some

13. Features of Canadian Universities
Excellent education, international reputation, and undergraduate research opportunities
Availability of co-operative programs
Tuition is subsidized by government
Following CHS, a continued focus on multi-cultural experience, co-operative education and research
Flexibility around faculty of choice and degree combinations

14. Canadian University Applications
Research and selection beginning in grade 11 – this includes a mandatory research assignment
Apply by mid - December in grade 12 (Naviance)
School transcript sent in January or March at student’s request
Admission based primarily on grades, although many institutions now request a simple profile of student activities and interests
Some Canadian universities will make early conditional offers, based on grade 11marks
All universities require English 12 as part of the admission process
Students participate in a comprehensive research, selection, and application process for universities where they will complete a research assignment that essentially is their planning tool for the application process.
Students apply to post-secondary institutions as early as October through to December and they can send their transcripts in January or March at the student’s request. This is a process and students will change and develop their target schools over the fall.
Admission to Canadian universities is generally based on grades in Provincially Examinable courses, however, many schools are now requiring supplemental applications and personal statements of experience to have a better picture of the applicant. Programs like Commerce may weigh the Supplemental Application at 50%, and the student’s grades at 50%.
Some universities do make offers to students early, solely based on the final marks in Grade 11. This of course is to draw students to that particular institution and because they want to secure those students.
All universities require students to write the English 12 Provincial exam; other exams are optional. There are students who do choose to write their Optional Provincial Exams but this is only for scholarship purposes.

15. General Canadian University Admission Requirements
Entrance average calculated on English 12 plus 3 or 4 grade 12 academic courses
For many programs: supplementary information (extracurricular, community service, leadership, awards, etc.) is reviewed
Students allowed to apply to two faculties at most institutions
In general, Canadian universities require:
English 12
Four or five provincially examinable courses
Supplementary Applications – for some programs
B.C. Institutions also have grade 11 prerequisites – which are all listed in the viewbooks and on their websites. Out of Province schools solely look at Grade 12 level courses for admissions.
On the applications students will be asked for their first choice of program followed by a second choice should they not meet entrance requirements for that first choice

16. General Canadian University Admission Requirements
Requirements vary by university and faculty
In fall of grade 11, students research specific entrance requirements in Planning 10B
Published cutoffs are based on the previous year’s data and may change
UBC is an exception – New Admissions process last year based on profile and grades (Broad Based Admission all faculties)
Most schools finalize offers by mid-late April
Students should check specific schools and their prerequisites
Now I would like to provide you with a general overview of university admission requirements for Canada and emphasize to you that they do vary by university and even by faculty. This is why students need to research each school in which they are interested.
Since we encourage the girls to start doing this work in Grade 11, it gives them time to digest the information and to perhaps help refine their list of schools of interest.
When students do come across published cut-off averages for programs, you should know that those averages are from last year’s admitted students. They may change from year-to-year, however, they generally stay in the same ballpark. For example, a program may publish a minimum cut-off of 85% for entry into Sciences, while entry into Arts may be at 82%. Students who fall below the published minimum cut-offs may not gain entrance to those programs.

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

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

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

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

21. CHS Admission Stats – CANADA
Institution
2012
2011
2010
2009
2008
UBC 19 21 16 10
Concordia 2 3
Dalhousie 1
McGill 12 14 6 7
Queens 8
SFU
U of Toronto 5 4
U of Victoria
Waterloo
Western
Other
Total 65 55 52
Institution
2011 (65)
2010 (55)
2009 (52)
2008 (55)
UBC 21
Concordia 2
Dalhousie 1
McGill 12
Queens 7
SFU
U of Toronto 4
Waterloo
Western 5
Other 8

22. U.S. University Program Grade 11
Students write PSAT in October - one sitting date only
Research beginning in the fall of grade 11
Mandatory interviews with university counsellors, parents & students in Spring
Creation of ‘prospective list’ schools by April-May to be discussed and reviewed with university counsellor
Student self-assessment and resume due in May of Grade 11 (Naviance), work on College Board Essay draft - to be completed in Spring
Prepare and write SATs in late spring Grade 11 or early fall Grade 12
This year, research for U.S. and International universities has been integrated into the Planning classes. The programme begins with a presentation on the PSAT which includes an exam session and review in the fall of grade 11.
Students who are interested in applying to U.S. universities should complete a self-assessment and resume which is due in May of grade 11.
These tools help me to know your daughter well in preparation for counsellor letters and guidance throughout this process.
This year, a trial session for SAT’s will be offered for interested grade 11 students. This is an opportunity to practice for SAT’s – it does not count- and it is being run by the Princeton Review, here at CHS. The follow-up review session will be held at Crofton House following the exam.
Most likely, after school.
Grade 11 students should plan on writing their SAT’s beginning in late spring and/or early fall.

23. U.S. University Program
SAT prep – Naviance purchase of Prep Me will be available to CHS students, commencing this year. Free trial to June 30th and then on-going support will be assessed fee. ($100 fee per student, charged to school account).
This will provide personalized learning with interactive lessons, practise quizzes, and intermittent full length tests. Parents, students, and administrators will receive weekly reports demonstrating student usage, performance, and improvement.
CHS collaborates with the Princeton Review to offer a real full length mock- ACT/SAT in early spring of every year
We feel this adaptive technology offers personalized instruction for every student. Students will be able to connect through Naviance on any computer with internet access – anywhere. They can work at their own pace, and the program will allow the students to focus on reviewing their strengths and becoming proficient in their weaker areas. This focus is on skill mastery not testttaking.

24. SAT/ACT registration & prep
Testing dates - spring of grade 11 to fall of grade 12
Last SAT/ACT possible in January of grade 12
The role of outside consultants
Look for IECA (Independent Educational Consultants Association) certification and NACAC affiliation
Check the Website/Handout for : 12 Questions to Ask before Hiring an Independent Educational Consultant?
Present data on SAT prep & outside consultants… quotes

25. U.S. University Program
Grade 12
Students complete applications, essays, etc. to be sent -November 1 for early action and early decision December 1 for regular decision
Decisions for early candidates may be released as early as December 1, continuing until mid-December
Some Schools offer ED 2 – in early January
Rolling admission decisions for all candidates
National response date: May 1st (all decisions due)
It is important that students be selective in their applications to U.S. schools. A broad guideline would be to identify two schools that are likely for admission. Two schools that are possible schools for admissions, and two schools considered to be reach schools. All U.S. applicants must also apply to Canadian schools – at least one- as a back-up.
For very selective school (Ivy Leagues) students can have all the |”right” qualities – excellent marks in rigorous courses, a high range of SAT scores, leadership and work experience – due to the large number of applicants they still may not be accepted.
Students complete their applications, essays to be sent November 1 for Early Action and first week of December for regular decision.

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

27. The U.S. Application Components
Marks achieved in courses and rigour of academic program selected : School Transcript for grades 9 – 12
Character and personal qualities (Secondary School Report for US Schools)
Student essays and personal statement are crucial
Counsellor Recommendation Letter – provides context
Teacher Recommendation Letters – subject based
Context of school as reflected in School Profile
It is important that parents and students understand that the academic record is crucial to the admissions decision. Courses taken within the context of the school is also important. To take courses out of context may be detrimental to your daughter’s profile.
The character and personal qualities are profiled in your counsellor’s letter, therefore it is important that I know your daughters well.
When it comes to student essays the most important thing is that they have an authentic voice. Students are encouraged to have teachers and counsellors and parents give feedback on the tone and content of their essays. The goal is that students present a congruent, sensible and logical profile. Admissions offices are looking for individuals, not robots. Students need to reflect and let their own voice come out.
This year we will be sponsoring a speaker from UCLA. Dr. Rebecca Joseph works with counsellors, teachers and students all over the US – this will be her first visit to Canada. We will be hosting this event and inviting other schools to participate with us.
Students should give careful reflection to the teachers they select to write their reference letters. Teacher references should refer primarily to the academic performance of your daughter.

28. U.S. Application Components – cont’d
SAT/ACT scores: should reflect a careful plan, thorough preparation, and balance. Score Choice is only used at some schools. Competitive schools will request ALL scores be sent
Additional factors: talent (athletic, musical, etc.), VIP, contribution, legacy
Interviews with university representatives – can be conducted at CHS
CHS does not provide rank or GPA
Students should begin in late spring, early summer of Grade 11 to review the dates for the College Board and plan to write their SAT’s. These dates are posted in the school and also on the school website. We caution about writing the SAT prior to taking the appropriate course.
Research points to the fact that “coaching” for SAT’s only makes a small impact on scores. AP courses and rigour of curriculum help support higher SAT scores.
Score Choice – some selective schools will ask for all scores – they want to see how many times a student has attempted the exam.
Interviews with university reps are critical – this is how your daughter can determine whether or not the school is the right fit. In addition, the many of the interviewers are also on the admissions committee.
Crofton House does not provide a rank or GPA due to the small size of the school – it is not statistically valid. 50% of U.S. schools do not rank or provide G.P.A.

29. SAT Exams (SAT I and SAT II’s)
Registration and Preparation
Consider what is most appropriate for your own learning and lifestyle.
Studies conducted by the College Board concluded that commercial
coaching programs for the SAT had little or no significant positive effect
on SAT scores. This report did conclude, however, that challenging
academic coursework was directly associated with higher test scores
P.51, Foundations of Standardized Admission Testing, Richard J. Noeth, PHD, NACAC, 2009.
How to Select SAT IIs
University and program specific requirements & recommendations – link to program of study
Can be written in Grade 11 or 12 depending on curriculum
RESEARCH SPECIFIC SCHOOLS’ SAT II REQUIREMENTS BY THE SCHOOL EARLY AND VERY CAREFULLY! (eg. History and French required for Brown ?)
Crofton House School does not recommend students enrolling in SAT prep courses which are expensive and not always necessary. They are, however, available in our community.
Students are responsible for researching the subject-specific SAT test for each university. Students are encouraged to discuss which SAT’s they may write with their counsellor. Reminder that on February 23, students can take the SAT practice exam at WPGA for $20.
Research shows that coaching works only a little bit. Rigorous course work and AP courses DO help improve SAT scores

30. Should I Apply Early Decision/Action?
Checklist or considerations include:
an excellent academic record since grade 9
comprehensively researched colleges and universities and found the best match for them
outstanding talent(s)
parents who are alumni
a compelling reason to choose that school
School selects 45% or more of their candidates from the early pool
School offers highly competitive program with small enrolment
The difference between these is that the Early Decisions process can be binding. If a student decides to apply early, there should be a compelling reason, for example a parent is an alumni, a sibling is studying there, it’s the only school with the program they want, etc. Parents need to realize that they are not able to compare any financial offers.

31. What’s the Difference?
Early Decision: early cycle – binding; if accepted MUST WITHDRAW all other applications and attend. Disadvantage is not having all other offers to compare to
Early Action: early cycle – not binding
Regular Decision: regular cycle
Rolling Admission: no cycle
Potential outcomes: admit, defer, deny, waitlist.
Early decision not always an advantage for students – but improves the selectivity stats for colleges and universities
Families will want to enquire about the % admitted early to specific institutions. If this % is high, it makes sense to apply early to that school if it is high on your list

32. CHS ADMISSION STATS - US
Institution
2012 (15)
2011 (20)
2010 (15)
2009 (21)
2008 (16)
Berkeley 2 3
Johns Hopkins 1 4
Cornell
Duke
Georgetown/
George Washington)
1 (Georgetown)
1 (George Wash)
New York University
Rhode Island School of Design
Stanford
UCLA/USC/UCSB
3 (UCLA)
5 (UCLA) 4 (USC)
1 (UCLA)
1 (USC)
1 (USC) 1 UCSB
Ivy Leagues
1 (Brown), 1 (Columbia)
3 (Brown, Cornell, Penn)
1 (Columbia) 1 (Yale)
1 (Princeton) 2(Penn)
1 (Brown)
3 (Columbia)
1 (Harvard)
Other (Rice, Berkley, Wellesley, etc.)
1 (Rice), 1 (North Eastern), 1 (Notre Dame), 1 (U of Texas, Austin), 1 (Pitzer), 2 (U of California, Berkley), 1 (Claremont McKenna)
6 (Chicago, Pitzer, Scripps, Smith, UW,
Carnegie Mellon
1 (Wellesley)
5 - Marymount, Rice,
Berkley, Boston, Claremont
7 – FIDM, Chicago, Pomona
Haverford, UW, Maine (2)

33. CHS ADMISSIONS STATS - US
Institution
Admission %
CHS Admission %
International Admission %
Boston 28 70
10.3
Brown
9.3 12
10.9
Berkeley 22 42
9.4
Cornell
16.7 21
Columbia 10 16 15
Johns Hopkins 25 44
8.7
New York University 32 49
9.9
U of Pennsylvania 18 20 11
Pitzer 26
100
University of Southern California 41
11.5
Stanford
7.3 9
7.5
Wellesley 36
10.6
Data from (2013) and Naviance CHS stats

34. UK & International Admissions*
Rationale for attending school abroad varies by family: nationality, culture, institution reputation, or availability of direct entry programs
Tuition is considerably more expensive than Canada, but on a par or lower than schools in the U.S.
early application deadline for Dentistry, Medicine, Vet Science and Oxford/Cambridge is Oct. late of grade 12 year.
Can only apply to one of Oxford/Cambridge – Date is Sept. 15th if want interview in Canada
Late applications Jan – June – not recommended for any program with rolling admission
UK Admissions are complex and should be undertaken with a great deal of discussion and thought. Direct entry is not for every student. Consideration should be given to emotional and social readiness as these are graduate programs.

35. UKCAT / BMAT/ LNAT Standardized testing for admission
UKCAT (Clinical Aptitude Test) The test measures verbal reasoning, abstract reasoning, decision analysis, and non-cognitive analysis; DEADLINE OCTOBER 10th
UKCAT required by 26 universities, primarily medical & dental
BMAT (Biomedical Admissions Test) is required by 5 schools. The test measures aptitude, skills, scientific knowledge and writing – DEADLINE OCTOBER 31
LNAT (Law National Admissions Test). It measures verbal reasoning DEADLINE OCTOBER 5th

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

37. CHS Admissions Stats – UK & International
Institution
2012 (5 students)
2011 (6 students)
2010 (6 students)
(11 students)
(3 students)
Saint Andrews
1 (Medicine)
3 (Medicine)
Edinburgh
2 (International Relations/Vet)
 2 (Vet/Psychology)
Oxford
1 (Law)
King’s College
1 (Business)
Birmingham
1 (Physiotherapy)
Bath
1 (Education)
1 (Sociology)
Brighton
Durham
Sheffield
1 (Dentistry)
Saint Georges
Hong Kong
2 (Social Science)
1 (General)
Other
1 (Swiss Hotel management)
1 Liberal Arts
3 (Science, Design, Marine Biology)
Adaptability - to foreign culture and learning env’t
Transferability of programs back to Canada

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

39. The Campus Visit
Importance of the Campus Visit – evaluate the school, but also the location, town city , weather etc. and overall experience for your daughter. She will spend 15 hours per week in classes – what will she be doing the rest of that time – 168 hours per week

40. Resources for University Planning &Research
Mrs. Fraser
Ms. Manhas
Naviance - parent portal and registration is below:
Blueprint.ca – supports Canadian Uni Research
(New this year)
This software allows parents, students and counsellors to manage the post-secondary application process
Feel free to contact any one of us if you would like to ask any questions or discuss your daughter’s interests.

41. NAVIANCE FAMILY CONNECTION

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

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

44. Student Panel and now…a few words from our special guests 
US Hallie Wu
CDN Nicola Hurst
CDN Kathleen McKeon
UK India Dhillon
This year, we decided to ask five students to share with you their high school experience in regards to course selection, university preparation, parental involvement and management of the process throughout this important journey.
We selected f ourdiverse students in terms of their unique experiences and ambition and I’m sure they will not only have interesting stories but also important words of advice for you and your daughters as you embark on the post-secondary path.
First, I’d like to call upon Kristina Burgener to begin our Student Panel.
Thank you girls for sharing your stories with our audience tonight. We appreciate you taking the time from your busy schedules to provide us with insight into your secondary experience and to give the girls and their parents some food for thought throughout this process.

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

46. Thank you
“Admissions officers are looking for students who are motivated to succeed in college, students who are socially competent and emotionally intelligent enough to participate in college life and to contribute to its community.”
“Colleges are looking for students who are happily pursuing
their own interests. It is best to be spending your out-of
class time doing things you really enjoy, not doing what
others tell you that you must do to be admitted to college.”
– Marilee Jones & Kenneth Ginsburg, Less Stress, More Success. (A highly recommended resource available through Amazon.com)
This brings our evening to a close. We thank you for coming out tonight for what we believe is a crucial opening to the ongoing dialogue you will have with your daughters in finding the path that is right for them.
We have pulled 3 quotes from the book ‘Less Stress, More Success’ by Marilee Jones & Kenneth Ginsburg. Marilee is the Dean of Admissions at MIT and Kenneth Ginsburg is an MD specializing in stress management in teens. This book includes a personalized teen stress management plan and we highly recommend it as a resource. Remember that there are materials at the back of the auditorium that will be handed out by our fellow colleagues from Student Services.

47. Q & A session