Think college advising is all about results? Think again.
If you ask anyone who has worked in college advising about the best part of their job, you will likely hear some version of this answer: the relationships I build with students. Many of us share highlights that transcend the acceptance letter, instead focusing on the wedding announcement we receive years later, the career advice a former student requests, or inquiries about help with a graduate school application or resume. So much fulfillment comes from the opportunity to make not just a positive, but a lasting impact on the lives of young people.
Indeed, despite the focus on outcome at the beginning of many of our advising relationships, most former students don’t reach back out to tell us how profoundly impacted they were by the prestige of their school. Rather, they emphasize the long-term impact of our work together: you taught me how to interview, how to sell myself, how to write; you taught me how to break a daunting process into manageable steps, how to draft a resume, how to balance pragmatism with my values, how to talk to adults; you taught me how. That how? That is everything.
In supporting young people, we have a responsibility to prioritize process over outcome. After all, the skills that emerge from a healthy admissions cycle — interviewing, self-advocacy, project management, writing, goal-setting, among others — are crucial. And, imparting them during a high-stress, high-stakes moment lies at the core of what makes our job at once highly rewarding and highly difficult.
If we execute that process well — finding that intricate balance between supporting teens in planning their next steps; pitching themselves in writing and in person; considering which degree or school might best reflect and further their values; making choices about how to spend their limited free time; and navigating a flood of often-conflicting advice and information — then, as a reward, we have the profound privilege of helping to shape a generation of competent, confident young people.
Ultimately, most of our students do reach their tangible goals, which frequently include attending highly selective institutions, but we always strive to work toward this outcome as a reflection of a process gone right rather than as the manifestation of a myopic obsession with a singular objective. In fact, when we focus too much on a specific outcome, particularly admission to a name-brand school, we run the risk of undermining the intellectual and social-emotional development of students and setting them up for struggle.
Here’s what happens if we focus on outcomes instead of process:
Fear. Fearful that a student might fall short of their goal, some advisors do too much heavy lifting for them. An obvious example would be writing or editing with too heavy a hand. Other examples include doing college research for a student, writing their resume, or feeding them answers for an interview. We need to teach young people how to do these things, but if the fear of failure causes us to do for rather than to teach how, then we deprive teenagers of an opportunity to learn crucial life skills and develop the resilience that comes from taking risks.
Self-Protection: Focused on protecting their statistics or brand, some advisors tell students what they should want rather than helping them figure it out. Whether encouraging a more conservative strategy to maximize a student’s chances, or assuming that all students want the most selective outcome, advisors who deprive students of the chance to reflect honestly on their goals run the risk of sending students to schools that are not the right fit for them. This can have consequences for students’ mental health, academic performance, and future opportunities.
Co-Opting. Internally, we often share observations about students who — overscheduled and overscreened — struggle with introspection and idea generation. Perhaps they have not experienced the emotional and creative boons of true boredom. The admissions process, however, is an opportunity to remedy this as it demands introspection and creativity, lifetime skills for a successful personal and professional life, not to mention for future innovation that benefits all of society. Students need to brainstorm for their essays, think of clever answers to the questions put out by colleges seeking out-of-the-box thinkers, and consider what life experiences, perspectives, or hobbies differentiate them. When we take this over for students in order to optimize results, we deprive them of the opportunity to grow as creative and critical thinkers and writers.
Of course, not every student wants or needs the same thing. In fact, that is the point. But every student can benefit from the skills that this process, however stressful or convoluted it can be, can teach them. Where it leads is really up to them. And, hopefully, when they get there, our work together will have left them better equipped to succeed.
