Mac Mentors Program

AVID
Mentoring
Program
Spring 2011
Macalester
College
Highland
Park
Copyright 2011 Katie Hinkfuss & Jonas Buck

________________________________________________________________________
The contents of this workbook, except where noted, have been authored by Katie
Hinkfuss and Jonas Buck, as co-leaders of Macalester Colleges AVID Mentoring
Program (AMP). All efforts have been made to ensure the accuracy of the information
contained herein. Due to the subjective and dynamic nature of some aspects of the
college admissions process, however, readers should always verify this information with
the specific colleges or universities to which they apply. The authors make no guarantees
as to the accuracy of this information and shall not be held responsible if a student is
denied acceptance, financial aid, or any other resource at any educational institution.
Other individuals and organizations provided support for the creation of this workbook.
Funds for the physical production of this workbook into binders came from a generous
grant provided by the Macalester College Civic Engagement Center. The University of
Washington Dream Project provided written consent for the use of their materials in this
workbook. Their material falls under the protection of their own copyright, and they shall
not be held responsible for any inaccuracies or issues resulting from their materials or any
other materials in this workbook. All other work in this workbook is the original creation
of Katie Hinkfuss and Jonas Buck. Neither Advancement Via Individual Determination
(AVID) nor Macalester College have ownership of these materials or shall be held
responsible for their contents.
All rights to illustrations and text are reserved by Katie Hinkfuss and Jonas Buck, except
where noted. This work may not be copied, reproduced, or translated in whole or in part
without written permission of Katie Hinkfuss and Jonas Buck, except when used for
educational purposes. Additionally, this workbook is not to be sold or exchanged for any
price, contains no market value, and is intended for free distribution to assist students
with the college application process. The authors, however, request that any educational
use of this work also be communicated to them when possible.
AVIDMentoringProgram,Week1
Introductions
WEEK 1: INTRODUCTIONS
February 9, 2011
Mentors: Name, major, where are you from? Extracurricular activities? Hobbies?
Students: Name, what do you do in your free time?
Classeswhich ones do you like? Dislike? Hardest class?
What other activities are you involved in?
Both: What do you expect to learn from this mentorship
program? What do you want to get out of this program?
What are you excited about for this program?
Students What is your current level of college
preparation? What do you already know about the college
application process?
Mentors What do you wish you knew as a junior/senior
that students should know now (about applying to college)?
Introductions
MENTOR/MENTEE PACT
MENTOR EDITION
Pact Between
(mentees) and
(Mentor).
Please add any changes, cross anything out, or even start over from scratch
if you want. This is YOUR and your mentees pact. Make it your own!
*I agree to show up every week (physically and mentally) and try my

hardest.
*I agree to show respect to

want be respected.
because I also
*I agree to
*I agree to
*I agree that there are no guarantees. No matter how hard my

mentee works, if his/her efforts are not matched by my own
desire to help, and my willingness to show up every week, and
believe in my mentee, simply participating in AMP will not
guarantee a successful partnership. I am a partner in this
effort to prepare for applying to university admission and I
realize there is no substitute for my own contribution to this
partnership.
X
Please sign if you agree to the above
Introductions
MENTORS NOTES: WEEK 1: February 9, 2011

-When going over the intro questions, dont feel like you have to stick to the
script. Go with wherever the conversation flows naturally. But make sure
they know its totally okay if they dont feel like they have any college
preparation yet- thats why you are here. Just try to get to know your
mentee!
-Make sure your mentee(s) understand how community colleges compare
to 4-year universities, what the difference between a college and a
university are, and answer any other questions they have about the flow
chart graph thingy.
-Make sure you discuss community colleges as viable options too (but of
course make sure they do not feel limited to community colleges). Here are
six advantages of community colleges published on the College Board
website to help you brush up on their advantages:
Six Benefits of Community Colleges
It Might Be the Right Path for You
Community colleges were developed, and still exist, for two major purposes. The first is to
serve as a bridge from high school to college by providing courses for transfer toward a
Bachelor of Arts (B.A) or Bachelor of Science degree (B.S.). Four out of 10 college-bound
high-school graduates start their college education this way.
The second function of community colleges is to prepare students for the job market by
offering entry-level career training, as well as courses for adult students who want to
upgrade their skills for workforce re-entry or advancement. Here, then, are some reasons
why you might attend a community college:
1. You're Tight on Funds.
Community colleges cost significantly less (particularly for state residents) than state or
private colleges and universities. This means that they can be a cost-effective way to
complete the first two years of college. The money you save by living at home and going to
your local community college can help pay for your last two years at a four-year college or
university.
2. You're Not Sure about College.
Maybe you'd like to begin by aiming for a two-year associate's degree and assess as you go
whether you want to pursue a bachelor's degree. Taking classes toward an Associate of Arts
(A.A.) degree, for example, would give you a feel for the type of education you'd get at a
liberal arts college.
3. You Aren't Sure What Kind of Program You Want to Pursue.
Many people enter college without a clear idea of what they want to focus on. At a
community college, you can explore different subject areas before committing to a program,
without having to be so concerned about finances. To assist with the career decision-making
process, many community colleges offer intensive guidance counseling that can help you
assess your abilities, interests, and educational options. Plus, you may actually be able to
take a wider array of courses (including both liberal arts and career-oriented) than at a
four-year institution, making it easier to check out many different options in one place.
Introductions
4. You've Been out of School for a While or Your GPA Isn't so Great, and You Want to
Build Your Skills Before Transferring.
Whereas many four-year colleges and universities have selection criteria for attendance, such
as a minimum required GPA, community colleges are open to everyone. If you want to pursue
college-level coursework but aren't academically ready, community colleges offer classes and
one-on-one tutoring to help you strengthen your basic skills. Keep in mind that the average
class size at most community colleges is significantly smaller than at public four-year
universities.
5. You'd Like a Career-Oriented Degree, Such as a Fashion Design or Computer
Certification Program.
Programs like these are often not available at four-year institutions. If you're thinking of
seeking employment after finishing up at community college, there are several routes you can
take.
You can earn an associate degreean Associate of Arts or Science (A.A. or A.S.) or an
Associate in Applied Science (A.A.S.). An A.A.S. usually requires specialized courses in fields
such as construction technology, computer repair, or electronics, as well as several general
education courses in subjects like English and math. These degrees take about two years to
complete.
However, if you want to take courses in a specialized area of study but don't want to spend the
time necessary to earn an associate's degree, many community colleges have certificate
options that provide intensive training in a specialized field like computer-assisted drafting,
food service technology, or paralegal studies. These certificates usually take six months to a
year to complete.
6. You Work, or Have Commitments, and Need a Flexible Schedule.
At four-year colleges, course schedules are geared primarily toward full-time, traditional
students who take classes during the day. At community colleges, the student population tends
to be highly diverse with regard to age, experience, family background, socioeconomic level,
and employment status. Course schedules are developed with attention to the variable needs of
both part-time and full-time students, so classes are usually offered throughout the day and
evening, and sometimes on weekends. Many of these colleges offer online courses.
-When going over the Facts/Myths Section, dont worry about going into
too many details about different aspects of choosing a school, because we
will be going into that in great detail next week. It is more important to
talk about doubts and fears they may have about applying to college in
general. Especially important is the section on paying for college, because
that is often one of the first concerns students think of.
-Start taking note of some of the schools students are considering or would
like to know more information about.
Introductions
BACKGROUND INFORMATION TO GET YOU

STARTED
Highland Park
1,492 Students
841 Free/Reduced Price Lunch (56%)
252 in Special Education Classes (17%)
65% Speak English at Home
34% White
29% African American
21% Asian American
14% Latino American
1% American Indian
American School Counselor Association Recommended Ratio = 250:1
National Average Counselor to Student Ratio = 457:1
http://www.schoolcounselor.org/content.asp?contentid=460
Highland Park HS Counselor to Student Ratio = 497:1
Students Taking Honors Classes
None 37%; One 18%; Two to Three 18%; Four or more 28%
EXTRA NOTES
Introductions
Introductions
Bad Advice, No Advice

March 3, 2010
The counseling that students receive in high school isn't effective in helping them enroll in
college, according to a national survey released today.
The survey and an accompanying report, which are by Public Agenda (a research group) and
financed by the Bill & Melinda Gates Foundation, suggest that high school counselors may be a
weak link in the chain needed to get more students into college. The report -- "Can I Get a Little
Advice Here?" -- notes that tight budgets have resulted in student-to-counselor ratios well beyond
those recommended by experts. But the overall tone of the study is critical of the counselors.
The findings are based on a national survey of 614 individuals aged 22 through 30 who had
attended college (although not necessarily for long or long enough to earn a degree). Among the
responses:
48 percent said that they felt like "just another face in the crowd" in dealing with their guidance
counselors.
67 percent said that they would rank their counselors as fair or poor in helping them find an
appropriate college.
62 percent said that they would rank their counselors as fair or poor in helping them find ways
to pay for college.
60 percent gave their counselors fair or poor rankings on thinking about different career paths.
The report says that these findings don't just point to hurt feelings of those who didn't connect
with their counselors. Rather, the report says, there appears to be a correlation between the
degree to which students have a good counseling relationship, and whether they make decisions
that land them at the right institutions, and with a plan to pay for college.
For example, 51 percent of students who felt their counselors made an effort to know them had a
scholarship or other assistance in paying for college. Only 41 percent of those who felt they were
"a face in the crowd" obtained such aid. And while only 35 percent of those who felt their
counselors understood them said that they would have enrolled in another college had money not
been a factor, 46 percent of the "face in the crowd" individuals felt that way.
Those who were surveyed gave their advisers in college better evaluations. Sixty percent said
that their college advisers were good or excellent in helping them decide which courses to take.
But the ratings went down a bit when focused on finances, with only half giving good or excellent
ratings when it comes to helping them understand how to get loans or scholarships.
Introductions
As the report notes, student-to-counselor ratios have grown in recent years, making it more
difficult for counselors to spend enough time with students. The national average ratio is about
265 to 1, but in some states the ratio is much higher, and the California figure is close to 1,000 to
1.
Joyce Smith, chief executive officer of the National Association for College Admission
Counseling, said in an interview that it was important to place the survey in context. She noted
that the duties of counselors vary widely, and that some are able to focus on the college selection
process, while for others that may be only a small area of responsibility. When school districts
accept high student-to-counselor ratios, she said, or don't give counselors the time and support to
keep up on admissions and financial aid, it's not surprising that some students wish they had
more time or received better advice.
But Smith said that she also hears lots of frustrations about the process from counselors
themselves. In the digital era, she said, more families "are doing their own searches and coming
up with lists and students don't always listen to what the counselors say," Smith said.
While Smith said it's great that families use Web searches to learn about the process, she said
that she worries when she hears counselors tell her about families that bring in a list of colleges
based on magazine rankings that may or may not be appropriate for the student -- and then
expect the counselor to just push the materials through the application process. Counselors can
"provide a reality check" for families, Smith said, but only if they listen.
Scott Jaschik
From:
http://www.insidehighered.com/news/2010/03/03/counselors
Questions to ponder:
-What kind of support and guidance did you receive when
applying to college?
-Highland Park only has 1 guidance counselor for every 497
students. What can we do as mentors to try to reverse some
of the trends that the article describes?
College Application Process Checklist
AVID Mentoring Program Highland Park Senior High School
Remainder of school year
o
o
o
o
Get good grades!!

Prepare for upcoming ACT/SAT
Research colleges and sign up for more information/visits
Plan for summer. What activities will you participate in that can go on your
application (volunteering, work, interesting experiences, etc.)? How will you use
this time for the application process?
Over the Summer
o
o
o
o
o
o
Research schools you are interested in.
o
o
Look for scholarships!
Visit schools, either in the area or far away

Prepare for ACT/SAT
Sign up for ACT/SAT for the Fall or Summer
Volunteer, work, and/or participate in other activities
Talk to your family about college (your interests, finances, support you need
from them)
Work on your personal statement, either editing what you have now or starting a
new one.
If you are applying early action or early decision, look up deadlines and start
your application.
September October
o
o
o
KEEP YOUR GRADES UP!!!
Meet with your guidance counselor and get to know them. You can also use
them as a resource.
o
o
o
o
o
Ask for teacher recommendations (Do this verbally and in writing)

Look up college and scholarship application deadlines for all of the different
ones you are applying to
Find out when colleges will be visiting Highland Park and attend their
information sessions
Search for scholarships, including Highland Parks scholarship bulletin
Sign up for upcoming SAT/ACT (Make sure you have taken it by December)
Make sure you have all the classes you need to meet graduation and college
requirements
Attend the NACAC National College Fair, October 4th 5th at the Minneapolis
Convention Center!
o
o
o
o
Continue researching colleges
Request for Collegeboard (SAT) and the ACT to send your scores to all of the
schools you are applying to, if you do not do so when registering for the tests.
Visit schools when you have a chance

Start working on your college applications
Request Official Transcripts from Guidance Department and mail them to the
schools you are applying to.
November December
o
o
o
o
o
If you havent already, request Official Transcripts from Guidance Department

and mail them to the schools you are applying to.
Starting filling out the FAFSA (Submit as soon after January 1st as possible)
Finish your applications, including all essays, transcripts, recommendations, and
other materials by each colleges deadline
Double check with your teachers and counselors to make sure that they write
and turn in your recommendation letters
Continue looking for scholarships
January-February
o
o
o
o
o
Mail your FAFSA or submit online as soon after January 1st as possible
Keep your grades up!
Submit Midyear report for schools that used the Common Application
Continue searching for scholarships
Submit any college applications that are due in January
March-June
o
o
o
o
o
o
Mail in your community college applications

Wait to hear back from schools
Compare offers of admission and financial aid
Submit deposit to the college you decide to go to
Submit the Final Report to all schools that used the Common Application
CONGRATULATE YOURSELF! You have worked hard and completed many
important tasks and decisions.
Keep in mind that you are temporarily accepted to colleges subject to your final
semester grades and the quality of your entire senior course load. Do not quit working
and do not drop any classes. If you are thinking about changing your schedule in
any way from what you reported to colleges at the time of application, make sure you
talk to the admissions office BEFORE you make any changes.
AVID Mentoring Program, Week. 2
Choosing a College
Week 2 Choosing a College

How do I start?
A lot of people feel overwhelmed and have difficulty beginning their college search. It is easy
not to know where to start or what to do at first. A good place to start is thinking about what you
want to get out of college. Why are you going? What are you going to do once youre there?
What experiences do you want to have? What will be the best learning environment for you?
What constraints do you have? It can be overwhelming to think about all of these factors, but the
only way to get started is to dive in head first!
When do I start?
As a junior in high school, its now important for you to start thinking about college and the
application process. Deadlines are starting to come up and it is important for you to be prepared
and able to make informed decisions about college.
Where do I start?
Here are a few things you can do and consider to start learning about the process
and begin your own college search
Look at schools you already know of, however random, and research them. Even if you
dont end up going there, you will start to get a feel of what youre looking for.
Think about what would suit you best, but keep an open mind at the same time. Its a
common mistake for students to limit their options by writing off one school or category
of schools.
Use college guide resources, either in print or online, to find schools. Fill out a profile
with information about you and your academics, generate a list, look at their basic
attributes, read reviews and descriptions, look for overlap schools (other schools people
that apply to the one youre looking at also apply to), etc
Talk to people who are in college about the schools they looked at and their current
experience. This can include friends, family, former Highland Park students, teachers,
AMP mentors, or anyone else you run into.
Choosing a College
Factors to Consider
Each individual is different and will be looking for different things in a college, but
here are some of the main aspects of a college that a lot of students base their
decisions on1:
Location
Geographic region, urban/suburban/rural, proximity to home or other family members.
Public vs. Private

The government subsidizes public schools, so their tuition is lower. However, private schools
tend to give out more money in financial aid, so they can sometimes end up cheaper than public
schools.
Size
Do you want to go to college on a large campus of 10,000 or more students or would you prefer
a smaller learning environment? The size of the school affects aspects of the school such as
access to professors, athletics, learning style, and many others.
Secular vs. Religious

You do not need to be of a certain religion to attend a religious school and secular schools are
not affiliated with any religion.
Diversity
What types of cultures, people, and languages are represented at the school? How does the
school celebrate or embrace diversity?
In-State vs. Out-of- state

In-state public schools are much less expensive than public schools in other states. Minnesota
does have tuition agreements with Wisconsin, South and North Dakota, and Manitoba so that
you dont have to pay as much at their state schools as other out of state students.
Cost
It is true that college is very, very, expensive, but dont be deterred by a schools price tag. After
being accepted, you will receive a financial aid package that will reduce the cost of attendance to
you.
Selectivity
What percentage of students does the school accept? Be sure to apply to some schools that you
know you can get into, as well as some that are harder to get into.
4-year vs. Community College vs. Technical School

Do you want to spend all four years at the university level or are you considering transferring to
a four-year school after two years of community college? Do you want to get certified for a
certain profession that doesnt require extensive schooling? Which route would suit you best and
what are the challenges specific to each option?
1
University of Washington Dream Project, Participant Workbook, p. 17
Choosing a College
Selectivity
When deciding where to apply, it is important to consider your chances of being
admitted. By putting your schools into these three categories, you can ensure that
you will have options for continuing with your education after high school.
Safety
Schools you are almost 100 percent sure of being admitted to. Since community colleges are
open enrollment, these will be in this category for everyone. If your grades and test scores are
better than most students admitted to the school, then it probably belongs in your solid category.
Solid
Schools you are qualified for, but still face some competition getting into. Your grades and test
scores stack up with other students who get accepted at these schools, but this does not guarantee
anything. At schools you are a competitive applicant for, it is possible that you could either be
admitted or rejected.
Reach
Schools where the odds may not be in your favor, but are still worth applying to. The average
grades and test scores of admitted students at these schools may outmatch your own, but you
could still be admitted if they like your application enough.
Balance Your List
Keep in Mind
When deciding where to apply to, it is a good

idea to have a balanced list across these three
categories. It is a good idea to apply to at least
one or two safety schools, a strong concentration
of solid schools, and a few reach schools. Most
importantly, make sure you are applying to
several schools that you have a good chance of
being accepted to. But also take a chance on a
few stretch schools! Whether that is the U of M
or Carleton, it is a good idea to take a chance on
more selective schools because you never know
what can happen!
There is more to your application

than grades and test scores. These
are
just
benchmarks
for
determining the general strength
of your application. The quality of
your personal statement, class
rigor, extracurriculars, and many
other things can strengthen (or
weaken) your application.
Choosing a College
Learning More About Your College Choices

You can get information on colleges from many places, including the
Internet, the mail, and visiting the school.
Mailing Lists & Brochures
Colleges and universities like to send you tons of information about their school once
they get your contact info. This can come after taking the ACT.
BUT you can also sign up on your own to receive this information.
How do I sign up?

Find the Request Information link on the schools
website, then complete the form asking for your contact
information.
Contact the admissions office of the school and ask them
to please add you to their mailing list.
Attend a college fair, talk to college representatives
there, and provide them with your contact information.
Go to info sessions when representatives from colleges
come to your high school. This is a great opportunity to
ask questions and learn more in a small group setting.
What will I receive?

Brochures and booklets
on the school
Information on campus
visits and interviews in
your area
Reminders of upcoming
deadlines
Note: When you sign up for a mailing list, your information is secure and will not be
sold.
Demonstrated Interest
Admissions offices dont want to admit students who are not going to attend their school,
so they look for applicants who have shown demonstrated interest. This is especially true
at smaller schools. Demonstrated interest is when you have shown interest in a school by
contacting admissions, signing up for their mailing list, visiting, or establishing and
maintaining contact in some way or another. Admissions keeps track of these things and
will consider it when making their decisions.
Follow Up. After interviewing, send an email to the person who interviewed you
thanking them for their time.
Make Contact. Call or email the admissions office if you have any questions.
Leave Your Options Open. Even if you dont think youll go to a certain school,
still demonstrate interest in it if there is any chance youll apply.
Choosing a College
Visits
Visiting a school (and spending the night) is one of the best ways to learn more about it
and decide if youll like it there. Once youve visited a few schools, youll start to get a
better idea of what youre looking for.
You can sign up for a campus visit online or by calling the admissions office. Most
schools have a section on their website titled Admissions. Follow the link to that page
to look for another link titled Schedule a Campus Visit or something to that effect.
Try to visit schools within 150 miles of Saint Paul that you plan on applying to.
Admissions might assume youre not interested in the school if you dont and take your
application less seriously as a result.
What if I dont have the resources to visit?

A lot of people cant visit many schools because its too far, they dont have the money,
or they cant find a way to drive somewhere 80 miles away. If this is the case, here are a
few things you can try:
Find a friend or family member with a car and ask for a ride. If your friend is also
applying to colleges, it could also help them out.
Find out if the school has free fly in program for low income students or students
of color. This is usually only at private schools.
Contact the school and explain to them that you were not able to visit but that you
are still interested in learning more about the school and would appreciate to be
contacted by a student, alumni, or admissions officer who can answer questions
for you.
College Fairs
At college fairs, representatives from dozens, if not hundreds, of colleges set up booths to
answer your questions and tell you about their school. This is a good way to learn about
colleges youre interested in and to discover colleges youve never heard of. Come with
prepared questions to ask the representatives in order to get the most out of it. Also,
remember to provide your contact information to the colleges youre interested in
learning more about. They keep track of who shows interest in their school to refer to
when reviewing applications and will also send you more information.
Upcoming College Fair in Minnesota
NACAC National College Fair
Tuesday, October 4th 9:00a.m. 12:00 pm
and 4:30 pm 8:00 pm
Wednesday October 5th 9:00 am 12:00 pm
Minneapolis Convention Center
Choosing a College
My College List
Name:
Reach:
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Solid:
______________________________
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Safety:
______________________________
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Choosing a College
More Resources for Your College Search

Collegeboard.com
This is a good starting place for any college search. Sign up and use their College
MatchMaker to search through large lists of colleges that may be of interest to you, or get
the basics on schools youre already interested in. Just like any other search engine, it
doesnt know you as a person and cannot tell you the perfect school, but it does give
you an idea of what to look at.
The Fiske Guide to Colleges, by Edward Fiske

One of the best college guidebooks you can buy, the Fiske Guide contains information on
over 300 colleges and universities nationwide. It does not have all of the local schools
you may be interested in, but it is a good resource if you are looking at colleges in other
states.
Cappex.com
Look up schools youre interested in to see a lot of useful information about admissions,
cost, and deadlines.
Unigo.com
Good advice from college students on some of the issues youll have during the
application process and once youre in college.
Nacacnet.org
This website is full of resources and articles that can be helpful for understanding the
college application process.
Mnprivatecolleges.org
Contains information on all of the private colleges in Minnesota
Mnscu.edu
Main website for Minnesota State Colleges and Universities. You can find a full listing of
all their two and four-year institutions.
Umn.edu
Listing and links to the websites of all University of Minnesota campuses.
College
Websites
Colleges usually have a lot of information on their websites that you can search around
for. The Admissions or Prospective Students sections might be especially useful for
you.
Fifteen things to do while searching a schools website:
1) Read the mission statement of the school. What can you learn about the values
held by the institution?
2) Review the course catalog and find two classes that you would like to take.
This can usually be found in the Academics section.
3) Check events on the schools calendar to determine if there are events you
would like to attend on the weekend and also during the week.
4) Search Overseas Study on the school site to find a program that you want to
explore.
5) Does the college offer credit for IB tests, and if so, for what scores/levels?
6) Do freshmen have to take certain classes? Find out if there are specific
graduation requirements or a core curriculum.
7) Explore the career center site to learn what is offered (resume preparation,
interview support and alumni networks).
8) Plan your transportation to/from the school and determine how long it takes to
get there and how you will get there/back.
9) Find the names of two famous alumni who attended the college.
10) How many places are there to eat on campus? Any coffee houses? Check
Student Life.
11) You want to spend a day off campus, in a city. Where could you go? How far
away is it? Would you use the bus or the train, or do you need a car? What is
the cost?
12) Take a look at the freshmen advising system and see how advisors are
assigned, particularly if your major is undecided.
13) What percentage of students plays intramural sports? Is the athletic center
updated and centrally located?
14) If you would like to do research in college, how easy is it to get involved?
15) What is the local town like, and what sorts of restaurants and movie theaters
are available? Where could you go on a vacation and how much would it cost?
This list comes courtesy of Benchmark Associates, LLC in Seattle, WA.
Week 2 Mentors Notes

This week will be about introducing the students to important methods for searching for
colleges (Factors to Consider; Reach, Solid, & Safety Schools) and to get a feel for how
to guide them through the process.
1) If you have not finished your mentor/mentee pacts and then exchanged them that
should be first on your list of things to do. If you have two mentees, Katie, Jonas, or you
can make copies of the pact and bring it back next week to put in your mentees binders.
Same goes for the Interesting Facts About Your Mentor sheet.
2) You can use the exercise at the beginning of class to get a feel for where they are in the
process of choosing schools to apply to. How did they feel during the exercise? What
questions do they have about choosing schools? Use the Factors To Consider sheet in the
binders to go over some of the primary considerations for the college search.
3) What are their needs and interests? What type of school would suit them? Can you
recommend any schools? You can really engage your mentee/s on this. Find out what
their goals are and what type of education theyll need to either reach those goals or just
leave their options open.
4) Along with aspirations come constraints. Knowing how to categorize schools into the
categories of Reach, Solid, and Safety categories is essential to choosing the schools you
apply to. This is something everyone should be familiar with. Another constraint they
might face is out of state tuition.
*Minnesota residents can pay in-state or very close to in-state tuition at public schools in
North and South Dakota, Manitoba, and Wisconsin, as part of a program called Reduced
Out-of-state Tuition Options. This makes out of state public schools in these states much
more feasible than in a state like Missouri or Michigan, for example.
* Obviously, we dont want to crush their dreams or anything. Its important to be
realistic but encouraging and guide them toward viable options (including reach schools).
5) How to look for schools
Where do you start looking for schools? Were going to encourage/mandate all of the
students to get Collegeboard accounts so they can read through their resources and use its
search engine.
The Internet is a good starting point, especially Collegeboard.org, mnscu.edu,
mnprivatecolleges.org, and umn.edu.
Go through how to use the colleges website to research it, including looking at its
mission statement, prospective students, admissions, and academics tabs, and
signing up for their mailing list.
Signing up for the mailing list is important because it shows demonstrated
interest. This is a good opportunity to introduce them to that concept.
Visits What do you do on a visit? Campus tour, info session, classes, talk to
students, etc What do you look for? General feeling, student body, housing, get
your questions answered, etc How do you sign up? Either calling the
admissions office or online.
Personal Statement
Week. 4 The Personal Statement

The personal statement is your opportunity to communicate who you are to
the admissions committee. You have complete control over what will go into
it and you can use it to show your character, your goals, your creativity, or
any other of your other attributes. A good application essay can make the
difference on whether a college accepts you or not.
Some general advice on how to write your personal statement:

Tell a story
Think in terms of showing or demonstrating through concrete experience. One of the
worst things you can do is to bore the admissions committee. If your statement is fresh,
lively, and different, you'll be putting yourself ahead of the pack. If you distinguish
yourself through your story, you will make yourself memorable.
Find an angle
If you're like most people, your life story lacks drama, so figuring out a way to make it
interesting becomes the big challenge. Finding an angle or a "hook" is vital.
Be specific
Dont, for example, state that you would make an excellent doctor unless you can back it
up with specific reasons. Your desire to become a lawyer, engineer, or whatever should
be logical, the result of specific experience that is described in your statement. Your
application should emerge as the logical conclusion to your story.
Avoid Clichs
An aspiring doctor who writes that s/he is good at science and wants to help other people
is not exactly expressing an original thought. Stay away from often-repeated or tired
statements.
Concentrate on your opening paragraph
The lead or opening paragraph is generally the most important. It is here that you grab the
reader's attention or lose it. This paragraph becomes the framework for the rest of the
statement.
Do some research, if needed
If a school wants to know why you're applying to it rather than another school, do some
research to find out what sets your choice apart from other universities or programs. If the
school setting would provide an important geographical or cultural change for you, this
might be a factor to mention.
Personal Statement
Be meticulous.
Type and proofread your essay very carefully. Many admissions officers say that good
writing skills and command of correct use of language are important to them as they read
these statements. Express yourself clearly and concisely. Even a few errors can be a strike
against you. They show lack of care and quality control in your written work, and your
success in college partly depends upon strong writing skills. If English isnt your greatest
strength, seek help. Ask a favorite teacher to go over the essay with you, or find a friend
with strong editorial skills.
This list was adapted from the following websites:
http://collegeapps.about.com/od/essays/a/essay_tips.htm
http://owl.english.purdue.edu/owl/resource/642/01/
Supplemental Essays
In addition to your personal statement, many schools ask you to respond to several short
answer essays. These are usually no longer than 500 words and ask for direct answers
about yourself, the way you think, and why you are applying to that school.
Note: These essays are different than a supplement you provide to your application, as
mentioned in Week 3. These supplemental essays are assigned by colleges for you to
complete in addition to your main personal statement.
Supplemental essays are an important part of your application, so put just as much
effort into them as you do for you personal statement.
Most of the same tips about writing your personal statement also apply to these
additional essays schools may ask you to write.
Carefully consider the values and mission of the school you are applying to when
deciding what to write for its supplemental essays.
Macalester College Supplement

1. What factors have led you to consider Macalester College? Why do you believe it
may be a good match, and what do you believe you can add to the Mac
community, academically and personally?
2. Describe a situation where you had to work or closely associate with someone
from a culture very different from your own. What challenges did you face and
how did you resolve them?
Personal Statement
Coming Up With Your Personal Statement Topic

Sample Essay Prompts
Discuss how your familys experience or cultural history enriched you or

presented you with opportunities or challenges in pursuing your educational
goals.
Tell a story from your life, describing an experience that either demonstrates your
character or helped to shape it.
From the Common Application
Evaluate a significant experience, achievement, risk you have taken, or ethical

dilemma you have faced and its impact on you.
Discuss some issue of personal, local, national, or international concern and its
importance to you.
Indicate a person who has had a significant influence on you, and describe that
influence.
A range of academic interests, personal perspectives, and life experiences adds

much to the educational mix. Given your personal background, describe an
experience that illustrates what you would bring to the diversity in a college
community or an encounter that demonstrated the importance of diversity to you.
Topic of your choice.
From Augsburg College
Augsburg College strives to create a strong, rich, and vibrant campus community
with students representing a large number of backgrounds, viewpoints,
experiences, talents, and cultures. How will you enrich the Augsburg community,
and how do you think it might enrich you?
From Hamline University
Hamline considers itself a partner with both the local and global community. How
will you take advantage of this relationship while a student at Hamline?
Share an experience that had a profound effect on you or your family.
What have you learned in the last year that will change the way you view the
world?
Personal Statement
Questions to ask yourself before you write
What's special, unique, distinctive, and/or impressive about you or your life story?
Have you faced any challenges or overcome any obstacles that have made you stronger?
If so, what were they?
What experiences outside of school have influenced your life in and out of the
classroom?
Who in your life has influenced you? How? Why?
What impact do you want to make on your community or the world?
What are your career goals?
Has your race, ethnicity, culture, politics, or religion affected you in positive or negative
ways? How?
Have you had to overcome any unusual obstacles or hardships (for example, economic,
familial, or physical) in your life?
What details of your life (personal or family problems, history, people or events) that
have shaped you or influenced your goals might help the admissions committee better
understand you or help set you apart from other applicants?
Are there any gaps or discrepancies in your academic record that you should explain?
What skills and characteristics (for example, leadership, communicative, integrity,
compassion, and/or persistence) do you possess?
What are the most compelling reasons you can give for the admissions committee to be
interested in you?
Personal Statement
Dos and Donts of the Personal Statement

Do:
Dont:
Keep Your Focus Narrow and

Personal
Your essay must prove a single point or
thesis. The reader must be able to find
your main idea and follow it from
beginning to end. Try having someone
read just your introduction to see what
he thinks your essay is about.
Dont Tell Them What You Think

They Want to Hear
Admissions officers read plenty of
essays about the charms of the
universities, winning in sports, and
students personal commitment to
helping others. Bring something new to
the table, not just what you think they
want to hear.
Essays that try to be too comprehensive

end up sounding watered down.
Remember, its not about telling the
committee what youve done they can
pick that up from your list of activities
instead, its about showing them who
you are.
Use Some Humor, But Not Too Much
If you think of something funny to say
about your topic, then say it. If not,
thats fine. Humor can be part of your
voice, just as long as it doesnt cause
you to stray off your topic.
Dont use 50 Words When Five Will

Do
Eliminate unnecessary words.
Okay: Over the years it has been
pointed out to me by my parents, friends,
and teachers and I have even noticed
this about myself as well that I am not
the neatest person in the world.
Better: Im a slob.
Taken from:
http://www.collegeboard.com/student/apply/essay-skills/9406.html
Personal Statement
Writing Your Essay

The writing process for your personal statement is different than that of a
standard essay for school, a letter, or anything else. From start to finish, this
essay should take you at least several weeks, if not months, to fully
complete.
1. Start your personal statement well in advance of submitting it.

The fall of your senior year is really busy, since you need to keep up your grades
and apply to colleges at the same time. Writing a first draft during your junior
year or the summer before senior year is a good idea. With AVID, you may be
asked to write a draft for class.
2. Start brainstorming now.
Starting in the spring of 11th grade will give you plenty of time to think of
multiple topics, do some research and seek advice, and think through your options
before finally deciding what to write about.
3. Dont decide to write about the first thing that comes to mind.
Think of the many topics you could write about. You may even write more than
one personal statement and then pick between these when you submit your
applications, or send different ones to different schools.
4. Theres more than one way to revise.
Once youve finished a rough draft, you should revise it yourself and also have
other people read it and give you their feedback. Other people can read it and tell
you if they think it gives a good sense of who you are. Read it out loud to yourself
this will give you a good idea of how it sounds and flows.
5. Dont worry about grammar right away.
The content of your essay is most important. Once your essay has a powerful
message, you can start fixing other mistakes (grammar, spelling, typos, etc.).
Having these mistakes can make a big difference, so you should have them
eliminated from your final draft, but make sure you are capturing the big picture
first. If English isnt your greatest strength, have a friend or teacher read it over
and make corrections.
6. Take a break from your essay, then revisit it.
Waiting a few days, or weeks, in between revisions can help you clear your head
and make important revisions.
7. Writing your personal statement is a continuous process.
Keep going through these steps until you have gotten your essay
where it is polished and powerfully harnesses your voice.
to a point
Personal Statement
Sample Essay
The following is a high quality personal statement written by a student who was admitted
to Harvard University. It is published in the book, 50 Successful Harvard Application
Essays and is analyzed by a Harvard admissions officer at the end. It is 575 words long.
My Name
By Uyen-Khanh Quang-Dang, who attended a public high school in Santa Clara,
California
Wendy!
I was walking down the hallway, my shoulders sagging from the weight of my
backpack nearly bursting with books on the way to a student council meeting, from the
worries of the canned food drive, from all the thoughts which cluttered my brain just
moments before. I sank into a deep thought about the two names, Wendy and UyenKhanh.
My parents, my grandmother, and all my peers at the Sunday Vietnamese
Language School knew me as Uyen-Khanh, my name as written on my birth certificate.
Yet I was a wholly different person to my American friends and teachers I had
always been Wendy. Even some of the award certificates I received read: Wendy
Quang-Dang.
Wendy is an invented name bestowed upon me by my kindergarten teacher who
decided that Uyen-Khanh was too difficult to pronounce. In fact, it became so convenient
that I began to introduce myself as Wendy to avoid the hassle of having to slowly
enunciate each syllable of Uyen-Khanh and hear it transformed into won-ton or
ooh-yen kong. It was especially hard on substitute teachers, who would look up from
the roll book, flustered and perplexed as they tried their best not to completely destroy
my name. Wendy also greatly decreased the looks of terror and embarrassment as people
would struggle to remember how to say Uyen-Khanh two minutes after we had been
introduced.
But at that moment standing alone in the hallway, I decided that I wanted to be
known to all as one person: Uyen-Khanh. Wendy had served me well for the past eight
years since kindergarten, but it was time I let go of a nickname and recognized the name
written on my birth certificate.
It took me over three months of consistent persistence and patience to erase the
name so many had known me by. Letting up on my determination to brand Uyen-Khanh
into everyones memory for even just a second was not a possibility if I wanted my
mission to be successful. This meant pretending not to hear someone calling me unless it
was some form of Uyen-Khanh. I would interrupt people mid-greeting and stand my
ground when my friends would glare angrily at me and whine, But Ive always known
you as Wendy! My philosophy was that people must respect my wishes to say UyenKhanh. By the end of those three long months my resoluteness had paid off and I was
richly rewarded by the sound of Uyen-Khanh pronounced smoothly and effortlessly by
my closest friends.
I was thirteen years old born and raised in San Jose, the second largest
Vietnamese populated city in the United States. A first generation Vietnamese citizen of
Personal Statement
this country, English was as native to me as the language of my ancestors, Vietnamese. I

grew up a true American, as my grandmother would call it, for I did not just adapt to
the all-American lifestyle, I lived it. When I decided to shed the name casually given to
me in kindergarten, it seemed to some that I was going back to my true heritage,
believing that being called Uyen-Khanh would somehow make me more Vietnamese.
The truth was I was more American than ever when Uyen-Khanh replaced Wendy.
Being born and raised in San Jose as a first-generation Vietnamese citizen made me who
I am, a Vietnamese-American. Uyen-Khanh was just the name I was given at birth, and it
was simply time to acknowledge it.
Analysis
Uyen Khanhs essay falls squarely into the identity category, as the writer tells the
story of defining her American identity by deciding to force her friends to call her by her
given name, Uyen-Khanh, rather than a long-held American nickname, Wendy.
The writer expresses the difficulties she experiences and the persistence necessary
to change the way she is viewed by her peers and teachers while stealthily squeezing in
several allusions [references] to her life as a busy student (student council meetings,
Vietnamese Language School, and canned food drives). These allusions are so well
integrated that her essay doesnt lose its flow or sense of direction, in fact, they show that
she is very much the true American she says she is in the text.
This essays greatest strength is in its style. Neither flowery [too elegant] nor
over-written, the essay is simple and straightforward without being formulaic [unoriginal]
or trite [boring]. Uyen-Khanh efficiently tells the story of her name and links that to her
identity as a Vietnamese American person at once deeply appreciative of her Vietnamese
heritage, but every bit an American. She does a good job of moderating her stance so that
what could have been an angry treatise shows her to be firm and compassionate. It shows
to patiently refuse to yield when friends try to revert to her nickname, but at the same
time allowing them time to get used to pronouncing her given name. All together this is a
solid essay with good tone, pacing and language.
There are a few weaknesses to speak of in Uyen-Khanhs essay; if anything she
may have missed some opportunities to further expand on her description of herself as a
Vietnamese American. Every college essay is a compromise of thoughts and space as one
tries to strike a comfortable balance between self-promotion and reflection. Ultimately,
this essay reflects numerous good choices and results in a success.
Week 4 Mentors Notes The Personal Statement

A note on privacy: Applying to college requires revealing a lot of very private and
personal information. Students essentially have to reveal some of the most important
information about themselves to complete strangers who they may never meet. It would
be really helpful for them to open up and tell us the possibly experiences they might write
about, but some of these experiences are very personal and intense. Make your mentee(s)
feel comfortable with you knowing this and make sure they know that you will keep this
stuff confidential.
*
In this week, we will talk about the basics of what the personal statement is and give
them more detailed information for when they start writing their personal statements. We
are only planning on teaching them about the personal statement, not actually doing any
writing. You can use the planning document in the binder though if it would be useful to
do some brainstorming.
Like pretty much everything in the college application process, they way students present
themselves will inevitably advantage or disadvantage their application. That is why it is
important for us to pass on as much information and advice on how to do this as possible.
Writing the personal statement is a very involved process with some rather detailed
considerations to make while doing it. The binders include some good advice on how to
write and present yourself, but as with all of the topics we cover, rely on your own
experiences. How did you pick a topic? What was the writing process like for you? When
would you recommend that students do this?
At any time, feel free to engage the students on what they might write about or what they
already know. Be flexible and adjust to the situation youre working in. Here is a general
order to go through talking about the personal statement:
1) Why is the personal statement important? It is your best opportunity to tell your
story and speak directly to an admissions officer. A good essay and a good story can
make a huge difference in getting you into college.
2) What should my personal statement look like? The students voice should come
through in the personal statement. When admissions officers read this piece of writing,
they should feel like they have gained an idea of the students voice and character.
Length: 500-800 words, roughly.
3) Picking a topic:
This is very important and students should make sure they have the right topic before
writing their essay. Go through various ideas and keep a list. As a student comes up with
these ideas, think about which ones say the most about the student and are most suitable
to share with admissions. Its okay to consider what will give a student the best chance of
getting in, so long as its true.
Go through the page with Questions to ask yourself before you write. It would be
useful to go through this with your mentee, but at least have a few questions from this
page in mind that will be important in getting them to think about how to narrow in on a
topic.
Read the Dos and Donts page before Wednesday. There are certain topics (like winning
and a students desire to save the world) that really turn off admissions officers.
4) Writing process
Talk to your mentee about the different steps in the writing process for this essay.
Writing the personal statement takes more time, but is less rushed than a normal essay. It
definitely cant, or at least shouldnt, be done the night or even the week before the
deadline.
a) Choosing a topic Youll already have gone through this so hopefully you can just
mention it and move on.
b) Reflecting on their topic is good for organizing their thoughts. Even writing a few
informal statements and making an outline would be good for this step.
c) Writing a first draft is good to just get their ideas on paper and to start building the
organization of the essay.
d) Revising is one of the most important steps to polishing the essay and making it as
strong as possible. It does not need to be done all at once. It is okay to not look at the
essay for as much as a week in between revisions or after the first draft. This allows their
thoughts to further develop and to make it a continued process of engagement with the
essay.
While revising, they want to make sure their voice is coming through in the essay. A
good way to do this is to have someone else read it. Have a teacher, family member, or
friend read it through and tell them if it gives them a better idea of who the student is. An
advantage of having teachers or other educated people read it over is that they can also
fix grammatical errors.
5) Grammar: Some students may be concerned about not having the best grammar in
their writing. This is not something they should worry about until the end of the process,
so it will be good for you to address this.
Its more important for them to tell their story and get their ideas on paper before
correcting mistakes in their writing. Larger issues like organization, topic, and details
need to be addressed before they fix their grammar. Once they do have a good, full draft
of their essay, they can have someone else edit it and point out grammatical errors that
need to be fixed. Finding a teacher or other well-educated person to look over grammar
will be a really good idea once they are closer to finishing.
If theres still time once youve covered all of this, you can either give them
additional, more detailed advice, help them develop their topic, or see what else they
need help with. Read through the advice in the binders and anything else you find or
know off for additional things to tell them.
Financial Aid
Week 6 Financial Aid

Paying for College
There are several main types of financial aid available:
Grants or scholarships free money that you dont have to pay back
Loans money you borrow and repay over time, with interest added
Work Study special (usually on-campus) jobs for students where
your wages go to pay for school costs
Most financial aid comes in the form of grants. The two types of grants are:
Need-based Given based on your familys income level
Merit-based Given based on your academic success in high school,
usually based on GPA and test scores
How it works
In January of your senior year, you will submit a form called the Free
Application For Student Aid (FAFSA). Colleges and the government will
then use the information on the FAFSA to determine the amount and types
of financial aid (need-based grants, loans, work study) they will give you.
After being accepted to a school, they will send you a financial aid letter
letting you know the amount of grants, loans, and work study you are
eligible for, both through the school itself and the government.
Are you eligible for federal financial aid?

If you are not a U.S. citizen, you must be one of the following in order to be eligible to
submit the FAFSA3:
U.S. permanent resident with an Alien Registration Receipt Card (I-551)
Conditional permanent resident
Other eligible noncitizen with an Arrival-Departure Record (I-94) from the INS
showing any one of the following designations: Refugee, Asylum Granted,
Indefinite Parole, Humanitarian Parole, or Cuban-Haitian Entrant.
You can find more definitions of eligibility online at studentaid.ed.gov
Financial Aid
Free Application for Federal Student Aid (FAFSA)

Submitting the FAFSA is the most important thing for you to do in
order to get financial aid. After doing so, you will automatically be
considered for financial aid from colleges and the government.
What Youll Need
What to Expect
The FAFSA is pretty thorough and

requires a lot of information about your
familys income and assets, including
but not limited to your:
Social Security number or Alien
Registration or Permanent
Resident card
Driver License number
W-2 forms
Familys income tax returns
(1040, 1040 EZ, etc.)
Income tax returns
Untaxed income records
Current bank statements for you
and your family
Business and investment records
for you family (such as stocks
and bonds, farm records,
mortgages, etc.)
After receiving your FAFSA, the

government processes the information in
it and sends you, and the colleges you
are applying to, the results. These results
include:
Expected Family Contribution (EFC)
Your EFC is the amount of money that
your family can pay for college,
according to the governments
calculations. This is the key result from
the processing of your FAFSA and is
used by schools to decide how much and
what types of financial aid you receive.
Financial Need
Financial Need is the gap between the
cost of college and your EFC.
Financial need = Cost of attending EFC
Important!
Financial aid often comes on a first come first served basis, so it is
really important that you submit your FAFSA as soon after the
January 1st deadline as possible. The earlier you turn in your FAFSA,
the more financial aid you will receive.
If you wait until February to submit it, a lot of financial aid will
already have been given away to other students.
This means that you and/or your family should start gathering your
financial information no later than December.
Financial Aid
Grants
Grants usually make up the majority of the financial aid you will receive.
Best of all, the money is given to you to pay for your education, so you dont
need to pay them back.
Grants are awarded based on two different criteria:
Need-based aid: Awarded based on your familys income level.
Merit based aid: Awarded based on your high school academic success.
Need based grants
Colleges use the results from your FAFSA to decide how much they will give you
in need-based grants.
The amount of money awarded varies from school to school, but you can get an
idea of how good a job a school does at giving a lot of financial by looking
around on either the Admissions or the Financial Aid section of their website.
Government grants
States and the federal government offer different types of need based grants. By
submitting the FAFSA, you will be considered for them.
Minnesota State Grants4 help students
Federal Pell Grants5 help students from
from low- and moderate-income families
low-income families pay for college
pay for educational expenses at eligible
anywhere in the country.
Minnesota colleges or universities.
The maximum Pell grant for the
Can only be used at schools in
2010-11 award year (July 1, 2010, to
Minnesota.
June 30, 2011) is $5,550.
The maximum award for 2010-2011
The amount depends on your
will range from about $6,174 at a
financial need, costs to attend school,
public two-year college to $9,059 at a
status as a full-time or part-time
private four-year college. The average
student, and plans to attend school for
award during 2008-2009 was $1,698.
a full academic year or less.
The minimum award is $100 per
year.
78% of State Grant funds go to students
with family incomes below $50,000.
4
5
http://www.getreadyforcollege.org/gpg.cfm?pageid=138
http://studentaid.ed.gov/PORTALSWebApp/students/english/PellGrants.jsp?tab=funding
Financial Aid
Private or Public?
Private and public colleges and universities each have different ways of managing their
costs and financial aid. Its possible that either one could end up being cheaper for you.
Institutional Grants
In addition to the government, colleges also award grants.
Public Schools
The tuition rate at in-state public schools is lower than the tuition rate at most out of state
public schools. If you want to go to a public university in another state, you will be
charged much more money for it than if you were to stay in Minnesota.
HOWEVER, there are Reduced
Out-of-State Tuition Options
Minnesota has agreements with several of its neighboring states for them to provide each
others residents with lower tuition rates. This means that you can go to out of state
public schools in nearby states and not have to pay extra money for it.
What states does this apply to?
Wisconsin, North Dakota, South Dakota, the Canadian Province of Manitoba, and Iowa
Lakes College all participate in this program.
How much will I have to pay in these places?
Tuition at public schools in any of the above-mentioned locations will either be equal to
the in-state rate or only slightly higher.
http://www.getreadyforcollege.org/gPg.cfm?pageID=97
Private Schools
Tuition at private schools is much higher than at public schools, but so is the amount of
financial aid they award. Sometimes, private schools will give you enough financial aid
to make it less expensive than a public school. Some private schools do a better job at
offering admitted students enough financial aid than others. It depends on the size of their
endowment (the amount of money the operate with) and their commitment to financial
aid. You can find a lot of information on their websites, but a phone call to their financial
aid office would be a good idea, as well.
The amount of state and federal grants and loans you receive will not vary by institution,
public or private.
Financial Aid
Sample Costs of Attendance

In-state, out-of-state, public, private, and community colleges all charge different
amounts for Minnesota residents. Remember, none of the numbers in this table include
the amount of financial aid you will receive.
School
Type of Institution
2010-11 Cost of Attendance

(Includes, fees, books, tuition, room & board, etc.)
U of M Twin Cities
In-state public
$19,945
U of M Mankato
In-state public
$19,578
St. Cloud State
In-state public
$14,160
Hamline
Private
$40,359
Augsburg
Private
$37,731
Macalester
Private
$49,124
Saint Paul College
Community College
$4,554
U of Wisconsin Eau Claire
Out-of-state public
$16,828
U of Wisconsin Madison
Out-of-state public
$23,878
Ohio State University
Out-of-state public
$41,224*
*Note that U of Wisconsin is less than Ohio state because it qualifies for Reduced Out-of-State
Tuition Options.
How can I possibly afford these private schools?! Remember, because the cost
of attendance so much higher at private schools, they are often able to offer more
financial aid to you. This will dramatically reduce the amount you have to pay.
College costs are different for every student. You cant know which school
will be cheaper to attend until you apply, get accepted, and receive a financial aid
package from the school!
Think about living at home to save money. Even though you may be excited
about living in a dorm (or not), you can save about $7,000 in room and board fees by
living at home and commuting to college.
Financial Aid
Loans
Taking out loans (and debt) is an intimidating prospect, but it is the only way for a lot of
college students to pay for their education.
It is your decision to take out loans and you can also decide how much money to
borrow, up to the maximum amount available.
You do not have to start paying back your loans (with added interest) until six
months after you leave college. Even if you do not graduate, you still have to
repay the loans you took out.
Loans are included in your financial aid package and you will be notified of your
eligibility for the various federal loan programs in your financial aid letter.
All you have to do to be considered for loans is submit the FAFSA.
There is a promissory note you must sign in order to receive these loans. This
promissory note enters you into an agreement that you will pay back the money
lent to you and all interest on it.
Interest is the percentage of the original amount of the loan that you have to pay
back in addition to that amount, once the repayment period starts (six months after
leaving college).
Federal student loans, administered by the U.S. Department of Education:

Perkins Loan: This is the most favorable type of loan, but is only awarded to those with
the most financial need. The interest rate on Perkins Loans is fixed at 5%. Perkins Loans
are made available with federal funds through your college or university (public or
private). You begin repaying them six months after leaving college and the government
pays all your interest until that point.
Subsidized Stafford Loan: Like the Perkins Loan, Subsidized Stafford Loans are
awarded to students with financial need and the government pays all your accrued
interest until six months after you leave college. There is a 5.6% fixed interest rate.
Unsubsidized Stafford Loan: Anyone can access Unsubsidized Stafford Loans. There is
a 6.8% fixed interest rate and you do not begin repaying it until six months after you
leave college. However, you must repay all of the interest that has accrued since starting
college as well.
*A note on private loans: You may receive offers to take out student loans offered by
private companies or banks. Loan offers other than the ones listed above should only be
used as a last result. They carry higher interest rates and have less flexible repayment
plans.
Financial Aid
Federal Student Loan Comparison Charts
http://studentaid.ed.gov/students/attachments/siteresources/Funding_Education_Beyond_
HS_2010-11.pdf
Mentors Notes Week 6

This week Brian Lindeman, Macalesters Financial Aid Director, is coming in as a guest
speaker. He will likely talk for around twenty to thirty minutes, so this wont be as
involved of a week for the rest of us, but it will be a good opportunity for both us to learn
about the financial aid process and especially for the students to speak with someone as
immersed in it as him.
Brian will likely cover a lot of the basics that are in the binders for this week, so figuring
out what else to talk about may be more challenging, but definitely still feasible. Your
time with your mentee may revolve around following up on and recalling some of the
things that Brian says, or you might want to talk about financial aid from an entirely
different angle.
With that in mind, lets get into the content

1) Talking about money
How do you have a conversation with students reassuring them of how to pay for
college? What do you say? How honest should you be? This is one of the most difficult
conversations to have with somebody applying to college and we may be less expert at
this than most of the other topics we cover in AMP. Hopefully, the information in the
binder and these notes, as well as additional sources you find, will make you comfortable
enough to give useful advice to your mentees on how to pay for college.
Personal Questions
Another issue that may come up is students asking about your own financial situation.
For many this a private matter, but do not be surprised if you get asked this question.
Come prepared and knowing what information you are willing to divulge and how you
will go about responding to this.
Possible questions:
How much do you pay for college? Do you get loans? How do you pay for
college? How much money does your family make?
2) Reducing the cost

There really is no magic formula of how to line everything up so that college is
affordable, but heres a basic formula to start from:
Primary forms of financial aid: Grants, scholarships, loans, work study
Sticker price: The cost of attending a college or university without any financial aid (see
Sample Costs of Attendance, Week 6).
Cost on student/family = Sticker price primary forms of financial aid
Brian Lindeman is bringing in an example financial aid letter that will show this.
Financial aid makes it so that students will not have to pay the full cost of attendance, the
sticker price. One of the tricky things about this is that you cant tell exactly how much
less youll have to pay until youve already applied and received your financial aid award
letter. But it is important for them to know that there are structures in place to reduce how
much they have to pay for their education. That means:
The only way to know if you can afford college is to give it a shot and go through the
application process.
*
Grants
There are two primary types of grants:
Need based Based on family income
Merit based Based on academic performance in high school
These go by a pretty general grades and test scores formula and will be difficult
for most of the students in the AVID class to get, but certain schools maybe a
possibility for receiving merit aid for some of the students.
Where do grants come from? Grants come from both schools and the government.
Schools use your information from the FAFSA (primarily the EFC) to determine
how much need-based aid to award. Private schools generally give the most grant
aid to compensate for their high tuition, but most public schools do have some
money to give out as need based grants.
There are also grants from the state and federal government that students may be
eligible for.
Minnesota State Grants
Average award in 2008-2009 was $1,698 and 78% of funds awarded to students
whose family incomes were below $50,000.
Federal Pell Grants
For low income families, award amount varies by family need, and maximum
award is $5,550.
Scholarships
Look through the binder section on scholarships, but a few important things to remember
are:
There are numerous online search engines for scholarships, as well as the high
school scholarship bulletin.
There are scholarships for all sorts of attributes, ranging from academics and
overcoming hardship to more obscure categories like having brown eyes.
Local scholarships may be less competitive than national ones.
When filling out a scholarship application, the student is trying to sell the
selection committee on investing in their education.
3) Free Application for Federal Student Aid (FAFSA)

The order you address this information is completely up to and the FAFSA might come
up in the middle of talking about something else anyway.
Filling out the FAFSA will make students eligible for all types of financial aid. If
students do not submit the FAFSA, they will not be able to receive financial aid. The
FAFSA can be filled out online or in paper, but doing it online is more preferable.
Primary factors considered in the FAFSA:
Family income
Amoung of assets (stocks, college account, savings, house value, etc.)
Number of siblings in college (more siblings in college = lower EFC)
The process for applying for the FAFSA and other information is in the binders, but here
are a few points to highlight.:
Submit it as soon after January 1st deadline to get most financial aid. This means
start compiling family financial information about a month in advance.
With your results on FAFSA will come a very important number. That is your
Expected Family Contribution (EFC). This is the number that colleges look at to
determine a students financial aid.
Cost of attendance EFC = Financial Need
Also, students can use the FAFSA4caster to estimate what their familys EFC might be
and how much the will receive in work study and Pell Grants.
*
An alternate conversation you might want to have with your mentee(s) after Brian gives
his talk is about how financial aid decisions affect where students apply. There are not
many schools that they should NOT apply to because of financial concerns, but setting up
some more secure options is a good idea. This can mean applying somewhere you can
commute to or knowing that if they absolutely cant afford a four year school they can
save a lot of money by transferring from a community college.
My hope for this week is that the mentees come out of our session feeling more at ease
about their ability to pay for college and get some of their big questions answered. That
said, the question of how things will actually play out is one that will have to wait until
next spring. Until then, there is a lot they can do to put themselves in the best position
possible.
Week 7 Financial Aid (Continued)

How do I submit the FAFSA?
You can either submit the FAFSA online or send it in the mail. Most people
find it more convenient to submit online, but if you do not have Internet
access you may want to consider mailing it in.
1.
2.
3.
4.
5.
6.
Apply for a FAFSA PIN at www.pin.ed.gov and write it down in a safe place.
One of your parents/guardians applies for a separate PIN at www.pin.ed.gov.
Discuss family finances and gather important documents and info (see Week 6).
Begin to fill in all of the information in the spaces provided on the FAFSA.
On the FAFSA, list all of the schools you have applied or will apply to.
Submit the FAFSA as soon after January 1st as possible.
Your PIN
To apply for a Personal
Identification Number (PIN),
go to pin.ed.gov and click
Apply for a PIN to get
started. You will need a PIN
to submit the FAFSA online.
Do not lose your PIN and
keep it in a safe place.
Start Early
As mentioned in Week 6, financial aid comes on a
first come first served basis. January 1st is the first
day to submit your FAFSA. If you submit the
FAFSA as close to this data as possible, you will
guarantee that you will not receive less financial aid
that you could otherwise. To do this, you will need
to begin gathering all of the necessary financial
information as early as a month in advance.
Estimating your Financial Information

Filling out the FAFSA requires a lot of financial information that you might
not have yet, such as your familys income or tax returns. There are two
ways to deal with this:
1) Have your family file tax returns early. Go to irs.gov to download all the necessary
tax forms. By filling out tax forms early, your family will have all of the necessary
financial info for filling out the FAFSA as well.
2) Estimate your financial information and correct it later. The FAFSA allows you to
estimate how much money you and/or your family will make and submit it with that
information. If you do this, you have to go back and adjust your estimates once you
actually know how much they actually are.
Tip: Print off the entire FAFSA application from fafsa.ed.gov, even if you are submitting
online. It is useful to have filled out and in front of you.
If you are financially independent
There is a section on the FAFSA where you can mark if you are independent.
You will need to fill out a Dependency Review Form, which you can get from the
colleges you are applying to.
Some colleges may still require financial information about your parents.
It is a good idea to contact individual schools to find out how they handle this.
If you are undocumented
You will not be eligible to submit the FAFSA or receive federal financial aid.
You will be eligible for many private scholarships.
You may have to pay out-of-state tuition, but there are some schools in Minnesota
that will still charge you in-state tuition.
Speak to an AMP mentor and we will provide you with more information. Your
immigration status will be kept confidential.
Visit Navigatemn.org for more resources specific to your situation.
Source: University of Washington Dream Project, Participant Workbook, p. 56
FAFSA4caster - Fafsa4caster.ed.gov
With FAFSA4caster, you can receive an estimate of your EFC and the amount of federal
student aid you will receive. FAFSA4caster asks for some general information about you
and your living situations, as well as your and your parents/guardians income. After
filling it out, it will provide you of an estimate of the amount of financial aid you will
receive in the form of a Pell Grant, work-study, and loans. It will also estimate your
Estimated Family Contribution (EFC).
Beginning in fall 2011, colleges and universities will be required to have a similar tool on
their own websites for you to estimate how much financial aid they will give you. Look
around for this, but remember that this is only an estimate.
Fee Waivers
Application fees can stack up and be pretty expensive, but you may not have to pay for
them if your family has financial hardship.
To apply for a fee waiver
Download and fill out the fee waiver form from the National Association for
College Admissions Counseling (NACAC). It can be found on their website and
is also included in this binder. There is also a copy in Week __ of this binder.
Fill out the entire student section of the form.
Give the form to your high school counselor to fill out and place your schools
seal on in.
Mail it directly to the admissions office(s) of the school(s) you are applying to.
If you do not qualify for a fee waiver, but cannot pay the fee, directly contact the
admissions office of the school and ask if they will wave the fee for you. Some schools
may agree to this.
Visit http://www.nacacnet.org/studentinfo/feewaiver/Pages/default.aspx for more info.
Scholarships
Institutional Scholarships
Institutional scholarships come from colleges and universities themselves. You will often
be considered for institutional scholarships just by applying for admission, but you do
need to apply separately for some. Thats why communicating with admissions and
financial aid offices is a good idea.
If admitted, you will also be considered for merit aid, which is based on your
grades and ACT or SAT scores.
Private Scholarships
Private scholarships need to be applied for and come from all sorts of places, like
companies and organizations. There are many different online search engines for finding
scholarships to apply to. You should never have to pay for any of these services. Once
you sign up and fill out a profile about yourself, you will receive a long list of potential
scholarships you could apply to. After going through and reading the descriptions of each
scholarship, you will be able to see which ones you are a good fit for.
Fastweb.com is a good search engine to start with, but using other ones in
addition may turn up additional scholarship opportunities.
The most important part of getting private scholarships is having the will to put in
the time. If you want to receive a significant number of scholarships, you will
need to apply for a lot of them and devote yourself to each application.
Look at the number of awards each scholarship give out each year to figure out
how competitive it is.
Local scholarships will be less competitive than national scholarships.
When applying for a scholarship, you are presenting yourself so that someone will
invest in your education.
For more Information

Popular Scholarship Search
Engines:
www.fastweb.com
Scholarships.com
Scholarshipexperts.com
Information on financial aid and scholarships:

www.finaid.org
www.scholarshipmillionaire.wordpress.com
www.collegeboard.com/student/pay/
Studentaid.ed.gov
CSS Profile
The CSS Profile is sort of like the FAFSA, but is not used by as many
colleges. This application compiles some different information than the
FAFSA, as well as some of the same info.
What Youll Need
Cost
The CSS Profile asks you for a lot of information. Here

are some forms you will want to gather before filling it
out:
Next years (2012) federal income tax returns
This years (2011) federal income tax returns
W-2 forms and other records of income this year
(2010)
Records of untaxed income and benefits for this
year and previous year
Current bank statements and mortgage information
Records of savings, stocks, bonds, trusts, and other
investments
It costs $25 to send the

CSS Profile to one school
Each additional school
costs $16
Payments must be made
with a credit card.
The information in your
Profile determines
whether you will be
automatically given a fee
waiver
To register for the CSS Profile, you will need to provide:

1. Type of tax return you and your parents will file in the current year (1040, 1040
EZ, etc.)
2. Type (if any) of government financial support your family receives
3. If your parents are self employed, own business(es), and/or farm(s)
4. Parents housing status (own, rent)
5. Your personal info, including Social Security number
After youve registered and entered the schools you are sending the CSS Profile to, you
will be provided with a Customized Pre-Application Worksheet.
If your parents are separated or divorced, the parent/guardian you do not live with
may have to fill out a Noncustodial Profile. This will ask that parent/guardian a lot of the
same information about their financial and personal situation that the main part of the
CSS Profile asks.
If one parent is completely absent from your family, you may be able to fill out a
Noncustodial Profile Waiver. This waiver is to get the college to recognize that money
available for tuition is only coming from one (present) parent. You will need to provide
proof that one parent is absent in the form of several letters from several sources, such as
family members, a doctor, lawyer, or teacher.
For more information, visit: www.profileonline.collegeboard.com
Colleges in Minnesota that require the CSS Profile:
Gustavus Adolphus College

St. Olaf College
Macalester College
Carleton College
Saving Money In College

There are a lot of additional costs that you will encounter in college. Some
costs come up on a daily basis, while others come up a few times a year.
Living at home and commuting will save you thousands of dollars on room &
board costs (usually around $7,000 a year).
Transferring from a community college could also potentially save you

thousands of dollars. You will end up with the same degree if you spend two years in
community college followed by two years at the university level.
Books
Each new term, you will have to buy new textbooks. The bill for textbooks can be $200
or more. To save money on textbooks, you can:
Buy them used or online
Find out if the school library has the books you need
Buy them from other students
Sell them back to either the school bookstore, another student, or online at the end
of the term
Travel
You will travel between school and home during your college years. Gas, trains, buses,
and airplane tickets can cost a lot. To save money on travel, you might want to stay home
for Thanksgiving, Spring Break, and other short breaks.
If you go to school nearby home, you will save a lot of money on travel expenses.
These are some of the primary ways you can limit your costs in college. Other ways you
can limit your costs are to:
Only buy bare necessities for your room (it comes furnished)
Not buy a laptop/computer
Not buy additional food other than your meal plan
Not bring items that are provided throughout campus, like a printer or television.
Mentor Notes Week 7

1) To start this weeks session, there will be a guest speaker talking primarily about
appealing a stuents financial aid letter. He will talk about the way to go about this, what
to say in a meeting with a financial aid officer, and provide a sample letter/worksheet for
students to use if they feel the need to appeal their aid awards.
None of us are expected to know much, if anything, about this, which is why we are
having a guest come in to speak about it. That said, here are some main points he will try
to emphasize:
1. If you can think of any justifiable reason, you should respectfully ask for
additional aid.
2. Your initial offer of aid wont be reduced because you ask for more, but you may
well end up receiving additional aid.
3. Private schools tend to be more flexible than public universities.
4. Be respectful, appreciative and persuasive.
We will be sure to limit this to 20 minutes maximum.
2) Award letter exercise
In our mentee/mentor pairs, we will go over financial aid award letters with the mentees.
These letters will be from former AVID students, so hopefully the mentees will get an
idea of what their peers are getting at different institutions.
You can use this exercise as an opportunity to open up new conversations with your
mentees in talking about financial aid and even college more generally. Possible
questions to follow this up with are:
Do you think your family can pay for college if they have this type of financial
aid package?
Have you talked to your parents about paying for college? Are they willing or
able to pay/help you pay?
Does your family realize the cost of attending college and the various methods in
place to help pay for it?
Have you talked to you family about going to college? How strong is your
familys commitment to sending you to college?
3) It would be good to clarify Brian Lindemans comments on private loans with the
mentees. Private loans are a measure of absolute last resort. He was surprisingly
casual in suggesting that they can fill in what a student/family cant come up with.
Some info on private loans:
Repayment is structured according to a different index than federal loans, but they
cost more to repay.
Students usually have to make at least nominal payments during college.
The consequences for defaulting on private loans are likely to be much stricter
than defaulting on federal loans.
That said, if there is a small amount that a student has to come up with and they
are out of other options, taking out a small private loan may benefit them in the
long run if it enables them to attend college.
4) After these things, the structure of your lesson plan is largely up to you. There is a lot
to cover in financial aid so it will be important for you to judge what your mentee(s)
need. Additionally, there may be other topics that are more important to go over at this
point in the program, so you can use this time to go over something unrelated to financial
aid.
If you do want to do something related to financial aid, here are some possibilities:
1. Go off of the beginning exercise and talk to your mentee(s) about what they need
to do to prepare for paying for college. They should be discussing things with
their families and trying to get a sense of what the most realistic, as well as the
most ideal, options are for them.
2. The guest speaker will talk a little about filing the FAFSA, but there is more
information in the binders and online that might be useful to go over. Talk about
preparing in advance for it, printing off tax forms (from irs.gov), and compiling
all of the necessary family and financial information.
3. The other topics in this weeks binder pages are Scholarships, CSS Profile, and
Saving Money in College. Go through these and see if there is anything youd like
to work on.

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AVID

Copyright 2011 Katie Hinkfuss & Jonas Buck

*I agree to show up every week (physically and mentally) and try my

*I agree to show respect to

*I agree that there are no guarantees. No matter how hard my

MENTORS NOTES: WEEK 1: February 9, 2011

BACKGROUND INFORMATION TO GET YOU

Bad Advice, No Advice

College Application Process Checklist

AVID Mentoring Program Highland Park Senior High School

Remainder of school year

Get good grades!!

Over the Summer

Research schools you are interested in.

Look for scholarships!

Visit schools, either in the area or far away

KEEP YOUR GRADES UP!!!

Ask for teacher recommendations (Do this verbally and in writing)

Continue researching colleges

Visit schools when you have a chance

If you havent already, request Official Transcripts from Guidance Department

Mail in your community college applications

AVID Mentoring Program, Week. 2

Week 2 Choosing a College

AVID Mentoring Program, Week. 2

Public vs. Private

Secular vs. Religious

In-State vs. Out-of- state

4-year vs. Community College vs. Technical School

University of Washington Dream Project, Participant Workbook, p. 17

AVID Mentoring Program, Week. 2

Balance Your List

When deciding where to apply to, it is a good

There is more to your application

AVID Mentoring Program, Week. 2

Learning More About Your College Choices

How do I sign up?

What will I receive?

AVID Mentoring Program, Week. 2

What if I dont have the resources to visit?

AVID Mentoring Program, Week. 2

AVID Mentoring Program, Week. 2

More Resources for Your College Search

The Fiske Guide to Colleges, by Edward Fiske

Week 2 Mentors Notes

AVID Mentoring Program, Week. 4

Week. 4 The Personal Statement

Some general advice on how to write your personal statement:

AVID Mentoring Program, Week. 4

Macalester College Supplement

AVID Mentoring Program, Week. 4

Coming Up With Your Personal Statement Topic

Discuss how your familys experience or cultural history enriched you or

From the Common Application

Evaluate a significant experience, achievement, risk you have taken, or ethical

A range of academic interests, personal perspectives, and life experiences adds

Topic of your choice.

From Augsburg College

From Hamline University

Share an experience that had a profound effect on you or your family.

AVID Mentoring Program, Week. 4

Questions to ask yourself before you write