5 Questions for Katie Young
Katie brings a wealth of experience to LUMIN Education’s consulting team. Since 2012, she has been counseling students in college admission, and in 2017 she completed her graduate certificate program in Educational Consulting through UC Irvine.
We asked Katie five questions to help you get to know her better.
1. What is one of your favorite aspects of working with students?
I love talking about college all day, every day! After getting to know students, it is fun to show them different collegiate environments where they would not only be great fits, but also fill niches and thrive as unique contributors. y thoroughly researching and visiting colleges, as well as speaking directly with admissions counselors, it is possible to determine the values of a given campus and whether those align with my students'.
For example, my student, Kira, really wanted a college where curiosity and questioning the norm were valued by both professors and fellow students. We found that environment for her at University of Chicago. Similarly, my student Jennifer wanted an intellectual campus where discussion and open-mindedness were valued. We discovered that Reed College was a perfect place for her to study.
I truly believe that every student has a college where he or she belongs and delivering the perfect applicant and application right to the admissions officer's doorstep is my passion.
2. What is one insight you’ve earned from being involved in the college admissions process?
There is no such thing as a model applicant. Students should never try to "keep up with the Joneses" by copying course schedules, testing plans or extracurricular activities from older students they see as successful. Colleges are not looking for cookie-cutter, well-rounded students. They are looking for students who are one-of-a-kind, who are truly interesting, and who find unique ways to pursue their passions in high school.
For example, my student Nicole had three big interests: film, engineering, and women's rights. Her affinity for engineering was obvious early in life, but her interest in film burgeoned only after joining her school's television production team on a whim. Her dedication to women's rights stemmed from her grandmother who, growing up in rural China, was not allowed an education. Nicole found a way to combine all three interests, making a short stop-motion animation film about her challenges as a female aspiring engineer and her desire for all girls to pursue their goals free from discrimination. She entered the film in the White House Student Film Festival, and won. She went on to be accepted to every UC campus and eventually chose to attend UC Berkeley.
It's helping students identify and combine their passions that makes counseling students in college admissions a new adventure year after year.
3. What do you want students to know?
I want students to know that setting realistic expectations for college is important.
The harsh reality is that there is a valedictorian with a perfect 1600 SAT score and an impressive resume at every single high school in America. There are over 37,000 high schools, which means there are way more than 37,000 amazing students applying for approximately 2,000 spots at each of the top 10 colleges (not to mention all the stellar international and home-schooled students in the mix). My student might be one of the fortunate and deserving admits...but she might not be. It is my job to prepare her for that "no."
I'm not here to crush students' dreams -- in fact, I encourage students to follow their hearts and apply to Stanford or Columbia if it is truly their ideal college. I did, and even though I collapsed into a puddle of tears on my doorstep when I didn't get the big envelopes, I don't regret it. My goal is for my students to feel the same way: to look back and have absolutely no regrets about this process. To me, that means not only following your heart, but also looking at the numbers in black and white and making wise decisions.
Just clicking the box and adding Merced to a UC application is not enough. My students will be doing their homework, visiting campuses, and ensuring that even if they are only accepted to one of the colleges on their list, they know they can be happy and successful there.
4. What do you want parents to know?
The most important lesson I can share with a parent is that every student is different. It is not productive to compare your child to others. Each student is unique in terms of what they respond to, what motivates them, and what is most important to them. Colleges don't want dozens of the same student, so there is no reason for a parent to force a child into being someone they are not.
I once worked with a student, Jared, whose older sister got into Cornell, USC, Carnegie Mellon, NYU, and other top business schools. He tried to replicate her resume, while his parents tried to replicate the parenting style that had worked for their first child. He was forced to pick up and continue her projects and leadership roles, letting go of his own interest in law and politics in the process. He was absolutely miserable: his grades started dropping, he had disciplinary problems at school, and he couldn’t have a conversation with his parents without someone yelling. Needless to say, no one was surprised when Jared was rejected from nearly every college he applied to.
Conversely, my student Adam’s older sister was a star who got into UCLA and interns with the LA Times. He was a B average student who wasn’t interested in activities at school and struggled to get above 30 on his ACT. His parents never compared him to his older sister or expected him to replicate her success. They let him follow his interest in psychology, manage his own schedule, and choose his own colleges. He was accepted to thirteen of the fifteen colleges where he applied because he and his parents set realistic goals and listened to one another.
The best outcomes are only possible when parents and students communicate enough to share common goals and expectations.
5. What is one way you can help?
I think the greatest way I can help is through my ability to listen to a student's words and help him translate those words into actions.
One of the biggest mistakes high school students can make is to think too small. They often give up before they really try. In my experience, there is always more that students can do, and sometimes all it takes is for someone to point out the path.
For example, I had a student named Wyatt who often complained that no one showed up to sports games or events at his school. I asked Wyatt how students could find out about these events, and he said there was a morning announcement over the loudspeaker. That information was often too little too late, as it only mentioned events for that day, and many students didn’t pay attention to announcements anyway. I asked Wyatt how he would improve that system, and he thought about making a calendar and posting it on bulletin boards. I asked him if students would even look at bulletin boards -- aren't they busy looking at their phones during passing periods? A lightbulb turned on, and Wyatt realized he should design an app that students could use to see not only which events were coming up, but who was going. He made the app central to his campaign for class secretary, and won.
The same process works for college application essays. Students often have trouble recognizing what is valuable or interesting about their lives.
One of my recent students, Matt, was struggling to come up with a captivating idea for a personal statement. During one of our many discussions, someone was microwaving lunch in the nearby cafeteria. I mentioned that it didn't smell great, and he replied in a blasé manner that he couldn't smell it. In fact, he was born without a sense of smell. I was shocked that he didn't seem to think that made him unique. I helped him think about how his way of interacting with the world was intrinsically different from everyone else's, and he caught on. We discussed how he first discovered his sense was missing, and how it helped him realize that there are unseen and unsung forces in our world. He related that to his desire to study physics, a great essay was born, and he was admitted to UCLA for mechanical engineering.
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