Why planning activities is important?
Firstly, college application forms—Common App, UC application, and Coalition—specifically include a section for extracurricular activities that needs to be filled out, requiring applicants to list and describe their involvement in activities outside of academics. This section provides an opportunity to showcase personal interests and talents.
Second, the approach to selective college application review is "holistic evaluation", which seeks to admit students who have developed holistically in various aspects. By participating in different types of extracurricular activities, applicants can demonstrate their well-roundedness in academic, leadership, community service, artistic, and other areas.
Hence, the content and quality of your extracurricular activities are crucial to your application theme, as are the quality of your essays, recommendation letters, and even interviews. The term "application theme" refers to the overarching theme of your entire application. This is what admissions officers often refer to as the "Hook." All students admitted to top-tier schools have a hook—something unique that captures the attention of the admissions officers. It could be exceptional artistic talent, winning competitions, distinctive life experiences, or unique personalities. Your application theme is related to your extracurricular activities. In other words, consistently participating in and achieving success in one or two extracurricular activities over the long term is much more valuable than haphazardly engaging in random activities without a clear plan.
Classification of extracurricular activities
In terms of content, they can be categorized as volunteer work, sports, internships/jobs, arts, writing, and academic-related activities, etc. In terms of their forms of expression, they can be classified as clubs, research, independent studies, community service, etc. Regarding time span, activities can be further divided into activities during breaks, activities during semesters, and gap year/semester. However, admissions officers’ understanding of extracurricular activities may differ from ours. "Extracurricular activities," "talent/ability," "character/personal qualities," "volunteer work," and "work experience" are considered separately, with varying levels of importance. "Extracurricular activities," "talent/ability," and "character/personal qualities" are important, while "volunteer work" and "work experience" are marked as considered.
What extracurricular activities do admissions officers like?
Admissions officers look for specific qualities when reviewing your application materials. Here are five qualities that universities value:
Drive: The willingness to push oneself out of the comfort zone. Someone who is willing to invest time and effort, overcome challenges, and achieve goals to become a better person.
Intellectual Curiosity: A strong desire to learn and explore. This could manifest in a deep interest in a particular subject and a commitment to research and study.
Initiative: The ability to take action without needing constant prompting. Being proactive in implementing plans and goals.
Contribution: A willingness to selflessly contribute to a community or a group.
Diversity of Experiences: Having unique or diverse life and learning experiences.
The most important aspect of extracurricular activities is that they align with the student's background, personality, and growth path. Admissions officers appreciate activities that not only showcase the student's excellence but also make logical sense in the context of their growth.
For example, consider a student with a strong interest in literature and art. If this student, who excels in literary subjects, is fluent in French, volunteers at a museum on weekends, and takes online courses in art history, attending a business summer school at Harvard for two weeks might diminish the uniqueness and interest in her profile. It could make her appear to be engaging in activities solely for the purpose of the application.
On the other hand, if this student chooses to work as a volunteer at the museum, explaining artworks to visitors, actively participates in maintaining the museum's cleanliness, organizing art pieces, and taking online courses in art restoration and art history, it creates a more cohesive and logical narrative in line with the student's path.
Why can't Ivy League summer programs guarantee admission to top schools?
Because everyone around the world is applying. Ivy League schools have admission rates below 10%, and if 75% of your friends are applying to Ivy League summer programs, these programs clearly won't help your application. This kind of activity cannot distinguish you from others.
But if you apply for arts/design majors I’d recommend you apply for summer programs in arts/design schools, especially for students who haven't attended professional art or design programs before. Because the training of provided by these programs can help you build a strong portfolio. For example, the pre-college summer program at the Rhode Island School of Design allows students to receive direct advice on their portfolios from the world’s best design professors.
Is it better to specialize in one extracurricular activity or have a well-rounded development?
Whether focusing on one activity or engaging in multiple, the key is to align with the application theme and reflect the five qualities mentioned earlier, along with passion, persistence, and achievement.
Here are two examples of our students. Both were admitted to Princeton University. The extracurricular activity of the first student was physics competitions. She has been interested in physics since elementary school, earned various awards. Her example illustrates the benefits of specializing in a particular activity. Another student’s hobby is stage lighting art. He was in charge of the stage lighting for all performances at his high school. In addition, for four consecutive years, he volunteered at an orphanage during his free time. He also served as the president of multiple clubs at school. He is an example of a student with a well-rounded development of extracurricular activities. His application theme revolves around leadership, enthusiasm, dedication, and a spirit of service. And his four years of volunteer work at the orphanage showcase his passion, persistence, and achievement.
What activities can be considered "unique"?
First of all, I don’t like the term “unique”, and you don’t have to be so-called “unique”. Everyone is different and can be “unique”. If we have to define uniqueness, I believe it's about being a "subset of one," meaning having a skillset that is among the top 5% within a specific field. For example, one of my students this year speaks English, Mandarin, Spanish, and French. I can tell that less than 5% of the people on this plant can speak the same four languages. However, it's crucial to emphasize that if you're doing the same thing as others, that's completely fine. Admissions officers are well aware of that you're a high school student. Most of your daily life revolves around studying, which is similar to 90% of high school students. Only a few high school students have truly unique life experiences. Admissions officers understand. So, even so, you still can articulate it exceptionally well and tell a unique story about yourself. In other words, the story itself doesn't need to be unique; the key is how you tell the story, which is reflected in your essay.
How to choose extracurricular activities?
Choosing extracurricular activities is a challenging question for many students and parents. The difficulty doesn't lie with the students and parents; it's the question itself that can be confusing or not framed correctly.
There are three principles for selecting extracurricular activities. The first principle is the "Skillset Rule." If I ask you whether activity A or activity B is better, or if doing activity A is good for you, it's challenging to answer. However, if I rephrase the question and ask whether improving skill A or skill B is beneficial for your application to business school, do you feel much clearer?
The point is that selecting extracurricular activities is not the end goal; the purpose is to choose activities that represent the underlying skills. Therefore, the real question to ask yourself is not what extracurricular activities to do, but what skills you need to enhance. Improving skills is related to your academic interests. For example, a student who wants to apply to a management program because they aspire to work in a consulting firm. When coaching him, we asked what skills were required for consulting jobs. We identified several:
Effective communication skills
Quick learning ability
Teamwork skills
The next step is to see what extracurricular activities can develop these three skills. Breaking it down in this way makes the choice of extracurricular activities much clearer and simpler.
The second rule is the "Five Qualities Rule," which includes 1) Driven, 2) Intellectual Curiosity, 3) Initiative, 4) Contribution, and 5) Diversity of Experiences. Choose activities that reflect these five qualities.
The third rule is the "Professional Rule." This is relatively straightforward and applies to students with clear career goals. If you have a specific major in mind, engage in activities related to that major.
At BosonEd, our extracurricular activity database is also categorized in this way, making planning much more efficient.