美國常青藤申請除了GPA和SAT還要什麽？

新冠疫情引發了關(guan) 於(yu) 標準化考試成績的價(jia) 值及其預測大學成功的能力的持續辯論的緊迫性。在即將到來的申請周期（2022 年秋季入學）中，每所常春藤院校都將保持考試可選性。

因此，在過去，當中國國際學生可以依靠高 SAT 分數作為(wei) 申請的額外積極信息時，考試可選招生現在給招生官施加壓力，要求他們(men) 全麵定義(yi) 整體(ti) 審查。在這樣做的過程中，考試成績以外的因素很快就變得非常重要，對於(yu) 沒有在高中時期在學術之外培養(yang) 自己的學生來說，入學就變成了一種不同類型的挑戰。

盡管學生花在準備申請上的時間很長，但在審查申請時，學生通常希望他們(men) 的招生官花在審查申請上的最長時間是 15 分鍾。對於(yu) 學生來說，這不是很多時間來給人留下積極的印象並讓讀者想了解更多關(guan) 於(yu) 他們(men) 的信息。

進入常春藤，不是花幾個(ge) 小時培養(yang) 4.0 GPA的學生……相反，進入常春藤的學生是可以相當輕鬆地獲得4.0的學生，而他們(men) 放學後的時間並沒有花掉進一步學習(xi) ，而是通過課外或課外活動來提高他們(men) 的領導能力，回饋社區，探索他們(men) 的熱情，或者換句話說，不僅(jin) 僅(jin) 是課堂上的學生。

全能型學生

我們(men) 一直在美國招生中聽到“全能型學生”，但我們(men) 中的任何人真的知道它的含義(yi) 嗎？高等教育紀事聚集了教育專(zhuan) 家，討論他們(men) 在尋找完美的全能型學生時期望找到什麽(me) 。沒有集體(ti) 的正確答案，每個(ge) 專(zhuan) 家都以自己的方式定義(yi) 它：

“這是一個(ge) 可以在課堂內(nei) 外找到目標和意義(yi) 的學生”

“一個(ge) 自我激勵和自我效能的學生”

有趣的是，當大學談論全能型學生時，他們(men) 是在談論他們(men) 的機構如何提供全麵的學生體(ti) 驗——而不是指他們(men) 對申請具有“全麵審查”政策的學校的學生的期望。招生審查員所認為(wei) 的全麵性與(yu) 所在機構的教育工作者所認為(wei) 的“全麵性”之間存在差異。

然而，考慮到教育工作者在課堂外談論技能，也提到了自我激勵和自我效能，我們(men) 可以得出結論，招生會(hui) 尋找技能：敢於(yu) 挑戰、表現出主動性和創新性的學生，以及尋求在課堂之外擴展他們(men) 的知識和貢獻。

3項關(guan) 鍵招生標準

領導力 Leadership

領導力一直是常春藤大學在申請者申請中審查的一件事。學生不僅(jin) 擔任領導角色，而且他們(men) 是一個(ge) 優(you) 秀的團隊合作者嗎？在這個(ge) 不斷變化的世界中，學生需要能夠掌握這兩(liang) 個(ge) 角色，因此在您的參與(yu) 中成長很重要。沒有人通常從(cong) 領導一個(ge) 組織開始，而是通過培養(yang) 他們(men) 在團隊中的角色和關(guan) 係，他們(men) 獲得了進步所需的技能和知識——因此，在學生組織中，申請者應該成長為(wei) 領導他們(men) 在大一時首次加入的團隊。

承諾 Commitment

承諾是有價(jia) 值的，因為(wei) 它不僅(jin) 反映了連續性，而且反映了隨著時間的推移發展某些東(dong) 西的熱情或意願。在高中生涯中加入 10 個(ge) 不同的組織確實表現出對活動的興(xing) 趣，但可能不會(hui) 表現出任何對事業(ye) 的堅定承諾或熱情。然而，如果學生加入了 10 個(ge) 不同的組織，它們(men) 都專(zhuan) 注於(yu) 一個(ge) 中心主題（例如，老年人），那麽(me) 隨著時間的推移，就會(hui) 對一個(ge) 專(zhuan) 業(ye) 團體(ti) 做出承諾。因此，在選擇要參加的活動時，加入你最感興(xing) 趣的活動——這更有可能創造出你作為(wei) 一名學生的形象，專(zhuan) 注於(yu) 圍繞一個(ge) 激情領域做事。

同理心 Compassion

鑒於(yu) COVID-19 帶來的動蕩時期，同理心已成為(wei) 美國更加重視的東(dong) 西。學院和大學正在尋找關(guan) 心和回饋的學生，這比以往任何時候都多。隨著一個(ge) 常見應用問題的改變（包括一個(ge) 關(guan) 注感恩的新問題），很明顯，機構正在尋找善於(yu) 思考、善良的學生加入他們(men) 的機構。反思你為(wei) 他人所做的事情，並繼續向外關(guan) 注而不是隻關(guan) 注自己：換句話說，是的，你正在學習(xi) 變得更聰明（出於(yu) 你自己的原因，比如找工作），但你能提供什麽(me) 好處與(yu) 您的技能和學習(xi) 的其他人？

總結

學生不僅(jin) 需要向頂尖學校證明他們(men) 是好學生，更重要的是，他們(men) 是好人。這並不容易用分數來量化，因此學生必須積極與(yu) 周圍的人互動，以證明這些利用情商的技能。不再是暑期學習(xi) 就足以獲得常春藤盟校的錄取，即使你的簡曆上有一些數字或課外活動，問題仍然存在：“你是誰，是什麽(me) 激勵你，你如何探索你的激情以及如何 你會(hui) 給我們(men) 即將到來的班級帶來一些不同的和善良的東(dong) 西嗎？”

英文原文：

Applying to the University of California: Lessons Learned from UC Admissions

This article will expand the understanding of the UC’s 13 factors for admission while also highlighting the important aspects to writing and responding to the UC personal insight questions.

Although there are nine University of California campuses (UCSF does not take undergraduate students), each one is distinct from others.  Looking at ranking, students and parents likely hope for UC Berkeley and UCLA.  Looking at campus size, those who want a smaller campus where students have more access to faculty, the choice may likely be UC Merced, which boasts a small campus of about 8000 students.  And looking at physically impressive campuses, students may choose UC Santa Cruz.  Though the campuses are different, the application for undergraduate students remains focused on the 13 factors.  Let’s discuss what they are and how to address each.

The 13 Factors for Admission

1.  Grades: this is expected as it would be for any college; the better your GPA, the higher your chances are of getting into the more competitive UCs.

2. Performance in classes (and number of classes) beyond the basic courses high schoolers are expected to take.  For example, UC applicants are expected to take two years of high school (World History and US History) and if a student takes a third History course, this would be looked at as ‘beyond’ the minimum requirement.

3. Performance in AP, IB, Honors or College Level courses.  Like all other colleges, the UCs are looking for students who choose to challenge themselves.

4. Rank at the end of your junior year.  They are looking for the top 9% ranking within your high school.

5. Quality of your senior year program.  This has to do with an admissions officer looking at your courses and things such as whether or not you are taking challenging courses, or just taking the ‘easier’ courses to inflate your GPA.

6. Quality of performance relative to opportunities at your school. In this case, they are looking within a student’s context.  If the school offers thousands of activities for students to engage in but a student only does one club, does that mean they have taken advantage of the school’s opportunities? It is important to note that admissions are looking at how students take advantage of all the opportunities at their school.

7. Outstanding performance in one or more subject areas.

8. Outstanding work or projects in one or more subject areas.  Students need to demonstrate more beyond just classwork.

9. Improvement in academic performance.  Students need to show an ‘upward trend’ in the grades they receive, despite courses getting more challenging as they get older.

10. Special talents/interests.  This is the part that requires longer to develop than one semester–what makes a student stand out and how have they developed this over time?

11. Special projects within the school curriculum. Again, what initiative has the student taken to apply their work outside the classroom?

12. Academic accomplishments despite challenges faced.  Things like refugee status, first generation students, disabilities all factor into the equation.  A student who has, against all odds, done well for themselves will be viewed differently given their resiliency

13. Location of secondary school and residence. The UCs are mandated to accept the large majority of California residents into their incoming class.

Note that each campus weighs the factors differently when it comes to admission and students should look carefully at how each school reviews its applicant and weighs their application components.

How to Approach the Important PIQs

Attending a weeklong conference with UC admissions officers, it is clear that they are overworked but love their jobs. Unlike institutions that accept the Common Application, the UCs admissions staff are looking, very quickly, to get to know the student via shorter ‘soundbytes’.  The questions they ask students to complete are only 350 words long and the specific guidance, which I heard over and over, was “write the essays as if we are talking to you”.  They are not looking for an essay you would submit for your English class, nor an essay that you would submit for any class. Instead, students are asked to imagine they are sitting in front of the admissions officer and simply answer the question as if they were in conversation together.  They do not call them essays and clearly reiterate these are “Personal Insight Questions” to get to know the student.  Florid language which we use when we write creatively, therefore, should not be a part of the UC PIQ responses because 17-18 year olds typically do not speak in this way.

Basic Tips from UC Admissions Staff

-Treat the PIQs as “interview on paper”–what do you want to tell admissions?

-Do NOT copy/paste the Common App question – these responses are supposed to be answered differently from the Common App essay

-Think of this as interview, focusing on CONTENT not style

-Use “I” statements

-Write persuasively

-Do not use quotes, song lyrics….the PIQs are about your words

-Do not use literary or descriptive language because this is not a creative writing assignment

And most importantly when you write this, really think: “how would I just answer this question aloud?”

Good luck!