Are There Really AI-Proof College Majors? 7 Fields That Will Still Be Hiring When Your Student Graduates

Your teenager is picking a college major in the most uncertain job market in a generation. Here's what the data actually says about which degrees hold up — and which ones don't.

If you're the parent of a high school student right now, you've probably had a version of this conversation at the dinner table: "What's even the point of majoring in that if AI can do it?"

Your kid isn't being dramatic. About 70% of college students see AI as a threat to their job prospects, according to a 2025 poll by the Institute of Politics at the Harvard Kennedy School, while recent Gallup polling finds U.S. workers are increasingly concerned about being replaced by new technologies. Students say picking a major that's "AI-proof" feels like shooting at a moving target.

And it's not just anxiety — it's changing behavior. One student at Miami University arrived at college planning to major in business analytics, figuring she'd learn niche skills that would stand out on a resume. But with the rise of AI automating basic skills like statistical analysis and coding, she switched to marketing — deciding to use her undergraduate years to build critical thinking and interpersonal skills instead.

She's not alone. Students across the country are rethinking their plans. So what should your family actually do with all of this uncertainty?

Let's start with what the best available data tells us.

The Big Picture: AI Is Creating and Destroying Jobs at the Same Time

The World Economic Forum's Future of Jobs Report 2025 is one of the most comprehensive studies on this topic, drawing on data from over 1,000 major employers worldwide. The report projects that 170 million new jobs will be created by 2030, while 92 million will be displaced — resulting in a net increase of 78 million jobs globally.

That's the first thing parents need to hear: this is not a story about jobs disappearing. It's a story about jobs shifting. The question isn't whether your student will find work — it's whether they'll be positioned for the work that's growing instead of the work that's shrinking.

The roles expected to decline most sharply include clerical and secretarial workers, cashiers, administrative assistants, postal service clerks, bank tellers, and data entry clerks — jobs defined by routine, repetitive tasks that AI handles efficiently. Graphic designers are now among the fastest-declining roles as well, as generative AI rapidly reshapes the creative labor market.

Meanwhile, the jobs seeing the largest growth include farmworkers, delivery drivers, construction workers, nursing professionals, secondary school teachers, and specialist roles in AI, robotics, renewable energy, and environmental engineering.

The pattern is clear. The jobs that are growing tend to share certain characteristics: they involve human connection, physical presence, complex judgment, or work in emerging industries that AI itself is helping to build.

The 7 Most AI-Resistant Fields for College Students

No major is completely "AI-proof." AI will touch almost every field. The better question is: which majors build skills that stay valuable even as tools change? That said, some fields are dramatically more resilient than others based on what the data shows.

1. Healthcare and Nursing

This is the single strongest sector in the entire labor market right now, and AI only makes it stronger. The healthcare and social assistance sector is projected to see the fastest job growth (8.4%) and add the most jobs — roughly 2.0 million — of all 20 sectors between 2024 and 2034, according to the Bureau of Labor Statistics. Nurse practitioners is projected to be the fastest-growing healthcare occupation in that period.

Why is healthcare so AI-resistant? It is probably the most obviously AI-proof field because emotional care is all about human connection, empathy, and understanding — things that AI simply can't provide authentically. A nurse reading a patient's pain level, a therapist sensing what a client isn't saying, a physician navigating a family through a devastating diagnosis — these require human presence in ways that no algorithm replicates.

Relevant majors: Nursing (BSN), Pre-Med/Biology, Public Health, Health Sciences, Occupational Therapy, Physical Therapy, Speech-Language Pathology.

2. Skilled Trades and Construction Management

This may surprise families who assume a four-year degree is the only path, but construction and skilled trades are among the least threatened by AI automation. AI-proof roles like field managers and service technicians are among the strongest-growing titles for young professionals.

Job sites are unpredictable, cluttered, often unsafe, and full of surprises. Old buildings hide problems no blueprint mentions. Every fix demands quick judgment and physical skill. AI and robots simply aren't built for this kind of work at scale. Enrollment in vocational-focused community colleges jumped 16% in 2024, reaching the highest level since tracking began in 2018, and there was a 23% surge in Gen Z enrollment in construction trades.

For families where a four-year university is the plan, construction management, civil engineering, and environmental science are the degree-path equivalents that tap into this same AI-resistant space. About 3.8 million new manufacturing jobs are expected to open up by 2033, according to research from Deloitte and the Manufacturing Institute.

Relevant majors: Civil Engineering, Construction Management, Mechanical Engineering, Environmental Science, Industrial Engineering.

3. Education and Teaching

Teachers are consistently cited among the most AI-resistant professionals. While AI is a helpful research and study tool, it can't replace instruction led by a knowledgeable individual. Learning directly from someone with experience gives insights you won't get from interacting with AI. Teaching requires mentorship, emotional intelligence, classroom management, and the ability to adapt in real time to a room full of developing young minds — none of which AI can do.

Significant increases in education roles, such as secondary school teachers, are projected, with demographic trends driving growth in demand.

Relevant majors: Education (all levels), Special Education, School Counseling, Educational Leadership, School Psychology.

4. Cybersecurity and Information Security

Here's a field where AI is simultaneously the problem and the reason humans are needed. AI may be getting smarter at managing code and fixing bugs, but every organization still needs human oversight to safeguard digital assets. Cybersecurity analysts protect sensitive data, monitor systems, and respond to threats. Information security analyst jobs are projected to grow 32% from 2022 to 2032, far outpacing the average for all occupations.

As AI tools proliferate, the attack surface for cybercrime grows with them. Every new AI system a company deploys is another system that needs to be secured — by a human who understands both the technology and the strategic risk.

Relevant majors: Cybersecurity, Computer Science (with security focus), Information Technology, Network Engineering.

5. Environmental Science and Clean Energy

The four fastest-growing industries in the U.S. economy are all related to energy generation — solar, wind, geothermal, and other renewable electric power generation are projected to be the fastest-growing industries over the coming decade. As the world transitions to clean energy, job roles that focus on environmental planning, climate science, and sustainability strategy are exploding worldwide. This is a sector where AI works as an assistant rather than a replacement.

The green transition and the growing adoption of energy technologies have placed roles like autonomous and electric vehicle specialists and environmental and renewable energy engineers among the top 15 fastest-growing professions globally.

Relevant majors: Environmental Science, Environmental Engineering, Sustainability Studies, Renewable Energy Engineering, Earth Sciences.

6. Law, Policy, and Ethics

Legal professionals face their own version of the AI challenge, with some people turning to chatbots for quick legal answers. But when real disputes arise, clients still need the nuanced analysis, advocacy, and courtroom presence that only human lawyers can provide. One study found that lawyers top the list of the most AI-resistant occupations, requiring the highest level of human interaction, with only a 26% likelihood of automation.

As AI becomes more embedded in society, the need for people who understand regulation, ethics, civil rights, and policy is only increasing. Someone has to write the rules for how AI is used — and that someone needs a deep understanding of law, governance, and human values.

Relevant majors: Political Science, Philosophy, Pre-Law, Public Policy, Ethics, Criminal Justice.

7. Creative Leadership and Strategic Communication

This one comes with a caveat. Entry-level, execution-focused creative work — designing templates, writing basic copy, producing simple graphics — is being disrupted. Graphic designers are among the roles that are now declining as generative AI reshapes that market.

But strategic and leadership-level creative work is a different story. Creative leadership roles remain among the strongest AI-resistant careers because the work isn't about output — it's about deciding what deserves to exist in the first place. AI can remix patterns, but it cannot set cultural direction. Brand and editorial leaders operate at the intersection of psychology, strategy, and culture.

The key here is that students pursuing creative fields need to pair their creative education with strategy, leadership, and business skills. A marketing major who understands brand strategy, consumer psychology, and team leadership will thrive. A student who only learns to execute deliverables faces a tougher road.

Relevant majors: Marketing (strategic focus), Communications, Film/Media Studies (with production experience), UX Design, Organizational Leadership.

The "Plus-One" Strategy: How Any Major Can Become More AI-Resistant

Here's what we tell families who are worried their student's passion doesn't neatly fit into the seven fields above: Many students can future-proof a major by adding a "plus-one" — a minor, certificate, or set of internships — and building strong communication and leadership skills.

Start with your core passion or industry — healthcare, finance, design, or anything else. Then stack a minor or certificate in data science, computer science, cybersecurity, or operations analytics. These supporting disciplines turn any major into a launchpad for AI-literate roles.

The World Economic Forum identifies creative thinking, resilience, flexibility and agility, curiosity and lifelong learning, leadership and social influence, and analytical thinking among the top rising skills for 2025–2030. Notice that this is a blend of human skills and technical fluency. The students who will thrive are the ones who develop both.

A Harvard Business School study from early 2026 found exactly this pattern in real hiring data: after ChatGPT launched, job postings for occupations involving structured and repetitive tasks decreased by 13%, while employer demand for jobs requiring more analytical, technical, or creative work grew 20%. The market is rewarding the combination of human judgment and technological literacy.

What This Means for Choosing a College

This conversation isn't just about picking a major. It's about picking the right environment for your student to develop these layered skills.

When you're evaluating colleges, look beyond department rankings. Ask questions like: Does this school allow students to easily add minors or certificates outside their department? Are there interdisciplinary programs that blend, say, healthcare and data science, or environmental policy and engineering? Do students get meaningful internship and clinical experience before they graduate? Is the career center actively helping students navigate the AI-shifted job market?

In 2026, choosing an AI-resistant major is less about finding a "perfect" answer and more about building a strong foundation: human connection, ethical judgment, creativity, and complex decision-making. Students who pair a resilient major with real-world experience and adaptable skills will be positioned not just to survive change — but to lead through it.

The Bottom Line for Parents

Your student doesn't need to panic. The labor market is not collapsing — it's reorganizing. AI does not remove opportunity. It redirects it. The key is to lean into fields where the human mind matters most.

The students who will struggle are the ones who build a narrow skill set around tasks that AI already does well: routine analysis, basic coding, templated content creation, and data entry. The students who will thrive are the ones who develop judgment, empathy, strategic thinking, and the confidence to work with AI rather than compete against it.

That starts with choosing the right college, the right major combination, and the right set of experiences during the four years that matter most.

I Help Families Navigate Exactly This

Choosing a college and a major has never been more complicated — or more consequential. If you're wondering how to position your student for a career that will still be thriving in 10, 20, or 30 years, that's exactly the kind of conversation I have with families every day.

I help students build college lists that align with their strengths, identify the right major and "plus-one" combinations, and craft applications that stand out — all with an eye toward the future they're actually graduating into.

Whether your student is a sophomore just starting to explore or a senior deep in application season, I'll help you build a plan that's as future-proof as the career it's leading toward.

Will AI Bring a Return to the Humanities? Why the Smartest Students May Want to Rethink STEM.

The conventional wisdom is cracking — and one of the biggest names in tech just said what many of us in education have been thinking for years.

For the last two decades, the message to students and families has been relentless: learn to code, pursue STEM, and secure your future. It was a compelling narrative, and for a while, it seemed like an airtight strategy. But something is shifting — and it's not coming from professors in ivory towers. It's coming from the people who built the technology itself.

Reed Hastings, the co-founder and outgoing chairman of Netflix, recently appeared on the Possible podcast and delivered a message that should make every parent and student rethink what "future-proof" education actually looks like. Hastings — who holds a master's degree in computer science and artificial intelligence from Stanford — argued that AI excels at structured, logic-driven work but struggles to replicate emotional intelligence, cultural understanding, and human connection. His prediction? A "rotation back to the humanities."

His exact words are worth sitting with: "If I had a three-year-old today, I would be doubling down on the emotional skills."

He went further, noting that for the past twenty years, society has pushed STEM and coding as the golden ticket. But now? "As everyone sees that coding is overdone, my guess is we'll see that STEM is overdone."

This isn't just talk. Hastings put $50 million of his own money behind this conviction, donating to his alma mater Bowdoin College to establish the Hastings Initiative for AI and Humanity — a program dedicated to researching AI's impact on society and preparing leaders to engage with it responsibly. He's betting that liberal arts institutions, not just technical powerhouses, will play a crucial role in shaping how we navigate the AI era.

He's not the only one saying this.

Google's NotebookLM editorial director Steven Johnson has described our current moment as the "revenge of the humanities," noting that graduates with strong backgrounds in language, narrative, and human behavior are increasingly in demand to shape the tone, empathy, and conversational nuance of large language models. In an era of powerful AI tools, the ability to guide them with nuance may prove more valuable than the raw ability to build them.

Meanwhile, the World Economic Forum reports that humanities enrollments in U.S. higher education are down 17% over the past decade, and dozens of liberal arts programs have shuttered. The irony is hard to miss: just as the market may be turning back toward the skills these programs teach — critical thinking, ethical reasoning, communication, creativity — fewer students are choosing to develop them.

As someone who works in law school admissions consulting every day, I find this moment deeply relevant to the families I serve.

What This Means for Students Considering Law School

Here's what many families don't realize: the humanities have always been among the strongest foundations for law school — and that advantage may only grow in the age of AI.

According to the Law School Admissions Council, approximately 20.5% of all law school applicants come from arts and humanities backgrounds. Data from LSAC shows that humanities majors have historically performed as well on the LSAT as their peers in the social sciences and come remarkably close to STEM majors. Philosophy majors, in particular, are known to score among the highest, and history and English majors have boasted roughly 79% and 76% law school acceptance rates, respectively.

Why? Because law school fundamentally rewards the skills the humanities build: close reading, persuasive writing, logical reasoning, ethical analysis, and the ability to construct and deconstruct arguments. These are the same skills that AI cannot easily replicate and that Reed Hastings is urging the next generation to develop.

As one law school co-interim dean put it, "Understanding and applying the law requires rigorous thinking and good writing skills [that] are hallmarks of a humanities degree."

The legal profession itself is evolving in the age of AI. Routine legal research, document review, and contract analysis are increasingly being handled by AI tools. What remains irreplaceable is the lawyer who can empathize with a client, exercise judgment in ambiguous situations, craft a compelling narrative before a jury, and navigate the deeply human dynamics of negotiation and advocacy. These aren't STEM skills. They're humanities skills. They're human skills.

What This Means for Your Student Right Now

If you're a parent watching your teenager agonize over whether to pursue a "practical" major versus something they're genuinely passionate about — English, philosophy, history, political science, art history — I'd encourage you to take a breath. The landscape is changing.

That doesn't mean STEM is worthless. It doesn't mean your student shouldn't learn how AI works or develop technological literacy. The most competitive applicants to top law schools (and graduate programs of all kinds) are increasingly those who can bridge both worlds — who understand technology and possess the distinctly human capacities that make that technology meaningful.

But the pendulum is swinging. The qualities that will be hardest to automate — empathy, storytelling, ethical reasoning, cultural literacy, the ability to connect with another human being — are exactly what the humanities cultivate. And in a world where AI can write code, draft contracts, and analyze data, the person who can ask the right questions, see the bigger picture, and communicate with authenticity will have an extraordinary edge.

Reed Hastings sees it. Google sees it. The World Economic Forum sees it. And from where I sit — helping students craft their paths into the nation's best law schools — I see it every single day.

The students who will thrive in the age of AI aren't the ones who learned to think like machines. They're the ones who learned to think like humans.

Ready to start building your path?

Whether your student is exploring the humanities, pivoting from STEM, or trying to figure out how their unique interests and strengths translate into a compelling law school application, I can help. I work with families and students to build strategic, authentic roadmaps — from undergraduate major selection and extracurricular positioning all the way through personal statements, application strategy, and LSAT planning.

The admissions landscape is changing. The conversation about what makes a competitive applicant is evolving. Let's make sure your student is ahead of the curve, not behind it.

What Helps College Applications During the Summer? 7 Smart Moves and 5 Myths to Ignore

As a college admissions consultant, I see families every year who feel pressure to engineer the “perfect” summer — especially if a student hopes to apply to top colleges. The good news is that admissions offices and application platforms consistently point families in a more grounded direction: substance over prestige, depth over padding, and authenticity over performance. Common App encourages students to highlight the experiences that are most meaningful to them and not to feel pressure to fill every activity slot; it explicitly includes jobs, family responsibilities, internships, volunteer work, hobbies, and sports. MIT Admissions likewise says there is no single correct summer formula and notes that many summer programs admit most students who can pay. (commonapp.org)

That message is reinforced elsewhere. Dartmouth says a strong application helps colleges understand the real student and warns applicants not to invent a persona they think colleges want. The Harvard Graduate School of Education’s Turning the Tide initiative — developed with admissions leaders — urges colleges and families to value meaningful, sustained, authentic engagement, to prioritize quality over quantity, and to recognize family responsibilities and work as real contributions. A related deans’ commitment letter says students should not be penalized for having only a few extracurricular activities, and that family obligations or jobs that support family income are highly valued. (admissions.dartmouth.edu)

So if you are asking what really helps college applications during the summer, the short answer is this: the best summers show growth, responsibility, curiosity, and direction. They do not have to look expensive, glamorous, or “elite.” That is an inference from the public guidance above, and it is a much healthier starting point for both parents and students. (commonapp.org)

What Actually Helps College Applications During the Summer

1. A meaningful commitment that lasts

A strong summer plan usually includes one or two meaningful commitments, not a random collection of short-term activities. That could be a part-time job, a summer course, research, athletics, artistic practice, volunteering, family caregiving, or an independent project. The common thread is that the activity is real, sustained, and personally meaningful. Admissions guidance repeatedly emphasizes meaningful engagement and what a student genuinely chose to pursue — not a one-size-fits-all formula. (mcc.gse.harvard.edu)

2. Real responsibility

One of the biggest mistakes families make is overlooking responsibilities that do not look flashy. Common App explicitly encourages students to include jobs and family responsibilities in the Activities section, and for the 2025–2026 application season it added a “Responsibilities and Circumstances” question that gives students room to share experiences like paid work to support family, translating for household members, and caring for siblings. Admissions leaders involved with the Deans Commitment Letter and the Care Counts statement have also said that working to support family income and substantial family contributions are valuable and should be reported. (commonapp.org)

3. Academic curiosity that goes beyond the classroom

Summer can be an excellent time for a student to go deeper into an academic interest: reading seriously in a field they love, taking a rigorous class, learning to code, building a research habit, preparing for a competition, or creating something tied to a future major. MIT’s guidance is clear that students should spend summer in the way that best fits their own goals, and Dartmouth’s admissions advice emphasizes showing why and how you pursue what matters to you. In practice, that means a thoughtful, self-directed summer can absolutely strengthen an application. (mitadmissions.org)

4. Independent projects with genuine ownership

Students do not need permission from a brand-name program to do something worthwhile. A finance student can start tracking markets and writing a weekly investment memo. A future engineer can build, test, or design something. A humanities student can launch a reading project, podcast, or writing portfolio. A student interested in service can tutor consistently in a local setting. This is a practical inference from what admissions offices say they value: authentic interests, meaningful engagement, reflection, and real contribution tend to matter more than passive participation in something that only looks impressive on paper. (mcc.gse.harvard.edu)

5. Smart preparation for the application season

For rising seniors, summer is not just for enrichment — it is also for organization. Stanford’s planning guidance tells juniors to connect with counselors, identify possible recommendation writers, create a college list, and later refine that list by program, deadline, cost, and financial aid. Common App also provides resources on recommendations, activities, and getting application materials in order. In other words, a productive summer may include college research, résumé building, testing plans, essay brainstorming, and getting clear on fit — not just adding another activity. (admission.stanford.edu)

6. Thoughtful program selection, not prestige chasing

Selective summer programs can be wonderful when they are genuinely aligned with a student’s interests and accessible financially. But families should be cautious about assuming that any costly summer program will impress colleges. MIT Admissions explicitly notes that many summer programs admit all or most students who can pay, while highlighting that some of the more compelling programs are highly selective and often free or comparatively affordable. That is a useful reminder: choose programs for learning and fit, not just for the logo. (mitadmissions.org)

7. Balance and recovery

Even ambitious students need space to rest, think, and recharge. In the Care Counts statement endorsed by admissions leaders, self-care and balance were treated as important values, and the statement also emphasized that there has never been a single expected type of extracurricular or summer experience. That does not mean “do nothing” is always the best strategy, but it does mean burnout is not a badge of honor. A summer plan should be sustainable. (mcc.gse.harvard.edu)

Top Summer Myths Families Should Ignore

Myth 1: Every strong applicant needs a prestigious summer program

Not true. MIT says there is no single right way to spend summer, and it specifically warns families that many summer programs are open to most students who can pay. A strong summer is not defined by a famous campus or a large tuition bill. (mitadmissions.org)

Myth 2: A paid job looks weaker than an internship

Also not true. Jobs can show reliability, maturity, initiative, time management, and sometimes financial contribution to a household. Common App, the Deans Commitment Letter, and the Care Counts statement all explicitly recognize work and family responsibilities as meaningful parts of a student’s story. (commonapp.org)

Myth 3: More activities always look better

Families often assume the goal is to fill every line on the application. But Common App says students can add up to ten activities and still do not need to list ten. The Activities section should tell a story, not create noise. Turning the Tide and the Deans Commitment Letter reinforce the same message by prioritizing quality over quantity and by stating that meaningful engagement in just a few activities can be sufficient. (commonapp.org)

Myth 4: Any volunteer work will help

Volunteer work is not automatically strong just because it is labeled “service.” Admissions guidance emphasizes authentic, sustained contribution, reflection, and real engagement with community needs. The same deans’ guidance notes that local service can be just as meaningful as service in a distant or more glamorous setting. (mcc.gse.harvard.edu)

Myth 5: Students should choose whatever looks best, even if it is not really them

This mindset usually creates weak, generic applications. Dartmouth’s admissions advice says colleges want to understand the real applicant and warns students not to assume a persona they think will appeal to admissions. The best summer choice is usually the one that fits the student’s actual interests, capacities, and goals. (admissions.dartmouth.edu)

What to Avoid When Planning a High School Summer

• Paying for a program just for the name

• Choosing an activity only because it sounds impressive

• Stacking too many small commitments with no depth

• Dismissing jobs, caregiving, or family responsibilities as “not good enough”

• Waiting until fall to think about college strategy if the student is a rising senior

Those choices usually add stress without adding substance. This is a practical synthesis of the guidance above: admissions offices repeatedly emphasize authenticity, responsibility, depth, context, and meaningful engagement over packaging. (commonapp.org)

A Better Way to Think About Summer

A good summer does not have to be extraordinary. It has to make sense.

In my advising work, I usually frame it this way: early high school summers are for exploration and habit-building; later summers are for more depth and, eventually, application preparation. The exact plan should depend on the student’s age, goals, personality, and circumstances. What matters most is that the summer helps the student become more responsible, more self-aware, more intellectually engaged, and better prepared for what comes next. That approach aligns with the broader admissions message that students should pursue what is authentic, meaningful, and appropriate to their stage. (mcc.gse.harvard.edu)

The best summer plans help a student become more interesting, more grounded, and more prepared. That is much more valuable than simply looking busy. (commonapp.org)

Need help building a smart summer plan and college strategy?

If your family is trying to figure out how to use summer wisely — without wasting time, money, or energy — I can help. I work with families navigating the college admission and application process, including summer planning, extracurricular strategy, college list development, essays, and application positioning.

Contact me to get personalized college admissions consulting support and build a summer plan that actually strengthens your student’s application.

Why Ivy League and Top Universities Are Opening New U.S. Campuses — And What It Means for Your College Search

The San Francisco Gold Rush — For Universities

Vanderbilt University plans to establish an academic campus in San Francisco beginning in 2027, subject to necessary regulatory approvals, marking a significant expansion of the university's national presence. This isn't a small study-abroad outpost or a single office — the San Francisco campus will be a full-time Vanderbilt campus expecting to serve about 1,000 undergraduate and graduate students and support sustained faculty, staff, and academic activity.

Vanderbilt and the California College of the Arts have agreed for Vanderbilt to acquire the campus of CCA after the wind-down of CCA's operations in 2027. This is part of a much bigger play: in 2023, Vanderbilt announced plans for a graduate campus in West Palm Beach, Florida; in 2025, it launched an institute in Chattanooga, Tennessee, focused on quantum computing; and a New York City campus is scheduled to open this year.

And Vanderbilt isn't alone. Yale University, the New Haven, Connecticut, institution with a $44 billion endowment, is considering establishing a campus in San Francisco. Discussions between Yale and Mayor Daniel Lurie's office have been active since at least December, with Dean Jeff Brock of Yale Engineering described in the messages as leading the business plan for a potential Yale SF campus. City and university officials have been trading notes on what a Yale presence in San Francisco might look like, with talks still firmly in the exploratory phase.

Meanwhile, the University of Chicago, in partnership with seven other leading Midwestern universities, announced the launch of Third Coast Foundry, a new San Francisco-based hub designed to strengthen the collective presence of Midwest research institutions in one of the world's most active venture ecosystems. That coalition includes Northwestern, Carnegie Mellon, Purdue, Ohio State, the University of Illinois, Wisconsin, and Washington University in St. Louis. And Wharton (UPenn) has long operated a San Francisco campus for its Executive MBA program.

The message is clear: top universities see a future where they meet students and industry where the action is — and right now, that means the Bay Area's tech and AI corridor.

Why San Francisco? Why Now?

San Francisco's Mayor Daniel Lurie has been actively courting elite universities as part of a strategy to revitalize the city's downtown and innovation ecosystem. Vanderbilt officials were more interested in proximity to the AI hotspots of Dogpatch, Potrero Hill, and Mission Bay. For these schools, being close to the companies shaping the future of technology, artificial intelligence, and entrepreneurship creates a learning environment that simply can't be replicated on a traditional campus thousands of miles away.

Vanderbilt's interdisciplinary model will integrate engineering, entrepreneurship, and design with a strong foundation in the arts, humanities, social sciences, and natural sciences — blending creativity and analysis in ways that ignite breakthroughs. Students wishing to enroll in Vanderbilt at the San Francisco campus will be able to apply directly to the San Francisco campus through existing application platforms.

This isn't just about prestige or branding — it's about rethinking what the college experience even looks like in 2027 and beyond.

At the Same Time, Overseas Campuses Are Under Pressure

While elite schools expand domestically, international branch campuses — once the hot trend in higher education — are facing serious headwinds.

NYU's Abu Dhabi campus is one of several that have taken new steps to protect students and employees after the Iranian military threatened to attack U.S. and Israeli universities. Since the U.S. and Israel began their conflict with Iran in late February, U.S. institutions of higher education with branch campuses in the region have switched to online classes, and many universities have suspended all travel to the Middle East. Texas A&M University's campus in Qatar announced that the rest of its semester would also be fully remote.

Geopolitics aside, the model itself has been questioned for years. The appetite for this type of internationalization is clearly cooling. Since 2016, just 11 international branch campuses have opened. American branch campuses in China are facing a confluence of logistical, geopolitical, and economic challenges, and many wonder whether the risks are still worth the rewards. Academic freedom concerns, regulatory complexity, and the sheer expense of operating across borders have made many institutions rethink whether overseas expansion is the right investment.

As one higher education leader put it, branch campuses have largely turned out to be a failed business model.

The contrast is stark: rather than navigating foreign governments, cultural friction, and geopolitical risk, schools like Vanderbilt and potentially Yale are choosing to bring their brand of education to dynamic U.S. cities where they can control the experience and tap directly into booming industries.

The Bigger Picture: A Higher Ed Landscape in Flux

This campus expansion by wealthy, elite universities is happening against a backdrop of widespread struggle in higher education. At least 16 nonprofit institutions announced closures in 2025 due to enrollment and financial challenges. In 2023, 40% of private colleges ended the year in a deficit, twice the rate of public universities. The number of American 18-year-olds is projected to fall by 13 percent between 2026 and 2041.

In other words, smaller and mid-tier schools are closing while the biggest and richest are getting bigger. Vanderbilt's acquisition of the CCA campus is itself a perfect symbol of this dynamic — a struggling art school winds down, and a university with deep resources moves in. The rich get richer, and the landscape of where students can go to college is reshaping in real time.

What This Means for Students and Families

If you're a high school student or a parent navigating the college admissions process, here's why this matters to you:

More options at top schools, in more places. Vanderbilt in San Francisco is a different value proposition than Vanderbilt in Nashville. A student interested in tech, AI, or startup culture might find the SF campus a better fit — and it could be an entirely different applicant pool.

New application pathways are emerging. Students wishing to enroll at the San Francisco campus will apply directly through existing platforms, indicating which academic programs or majors they are interested in. Understanding how satellite campus admissions work — and how selectivity might differ — will be an important part of smart college list-building in the coming years.

The definition of "campus life" is evolving. These new campuses are designed around immersive urban experiences, industry access, and interdisciplinary learning. For the right student, this could be transformative. For others, the traditional residential campus experience may still be the better choice. Knowing which is right for your student is key.

International students take note. If studying in a U.S. innovation hub was already appealing, the arrival of Vanderbilt, potentially Yale, and a coalition of Midwest powerhouses in San Francisco makes the Bay Area an even more compelling destination — with the academic credibility of institutions that rank among the world's best.

The admissions landscape is getting more complex, not simpler. More campuses, more pathways, more programs — but also more nuance. A one-size-fits-all college list won't cut it anymore.

The Bottom Line

We're watching a historic realignment in American higher education. The wealthiest and most prestigious universities are doubling down on domestic expansion — building new campuses in cities like San Francisco, New York, and West Palm Beach — while the international branch campus model faces mounting challenges. Meanwhile, smaller colleges continue to close at an accelerating rate.

For families, this creates both opportunity and complexity. The students who will benefit most are the ones with a clear strategy — who understand how these new campuses fit into the broader landscape, how admissions might work differently, and how to position themselves for schools that are literally rewriting the map of higher education.

Feeling overwhelmed by how fast the college admissions landscape is changing? You don't have to figure it out alone. I work with families to build smart, strategic college lists and applications that account for exactly these kinds of shifts, from new campus openings to evolving admissions pathways. Whether your student is a sophomore just starting to explore or a senior refining their strategy, I can help.

UNC-Chapel Hill and NC State Admissions Trends: What North Carolina Families Need to Know

As a UNC graduate living in Raleigh, I understand why so many North Carolina families see UNC-Chapel Hill and NC State as natural in-state options. But the latest official numbers show that “in-state” does not mean “easy.” The most recent public admissions data shows NC State reporting 49,450 first-year applications for fall 2025 with a 39.46% acceptance rate, while Carolina’s newest class was selected from 84,317 total applicants, including 5,094 first-year students and 1,097 transfer students. (uda.ncsu.edu)

For North Carolina families, UNC-Chapel Hill is a good example of why in-state strategy matters. Official UNC board materials show that North Carolina residents are admitted at much higher rates than nonresidents, but even so, the resident admit rate fell to 37% in the 2024 cycle, compared with 8.1% for nonresidents. That still means most North Carolina applicants were not admitted. (northcarolina.edu)

UNC-Chapel Hill: In-State Helps, but Competition Is Intense

Carolina’s demand has continued to climb. In official board materials presented in April 2025, UNC reported a 76% increase in first-year applications from 2020 to 2025. Carolina’s admissions site also makes clear that the university is evaluating much more than a transcript alone: the process is holistic, and the school says that most successful applicants have very strong grades in core academic coursework and are typically well above a B+ average. For the newest class, the middle 50% of reported scores for enrolling first-year students was 1400–1520 SAT and 29–34 ACT, and among the students who reported class rank, 69% were in the top 10% of their high school class. (northcarolina.edu)

What does that mean in practical terms? It means that many strong North Carolina students who would have been considered highly competitive a few years ago are now applying into a much denser, more accomplished pool. Families should not think of UNC-Chapel Hill as a “default” in-state option anymore. The data suggests it should be treated like a highly selective school that requires real planning, smart positioning, and strong execution. (northcarolina.edu)

NC State: The Overall Admit Rate Does Not Tell the Whole Story

NC State is a different kind of competitive. Its overall numbers are less severe than Carolina’s, but families often miss one of the most important details: NC State admits students directly into the program they apply to, and the university says its review process is dependent upon a student’s major and interest in that major. NC State’s own counselor packet also says that some colleges are more competitive than others and strongly encourages students to choose first- and second-choice majors from different colleges on the application. (admissions.ncsu.edu)

That major-based review is why the overall NC State admit rate should only be treated as a starting point. The latest official fast facts show 49,450 first-year applications, 5,904 incoming first-year students, middle-50 GPA ranges of 4.2–4.5 weighted and 3.8–4.0 unweighted, and 55% of first-year students applying without test scores. One year earlier, NC State’s 2024 counselor packet reported 44,113 applicants and 18,383 admits, so first-year applications rose by about 12.1% year over year. In other words, even at a university with a higher overall admit rate than UNC, the competition is still moving in one direction: upward. (admissions.ncsu.edu)

What North Carolina Families Should Do Differently

The first takeaway is that course rigor still matters. UNC explicitly signals that successful applicants tend to have very strong grades in their core classes, and NC State says it is looking for strong grades in competitive coursework such as honors, AP, IB, and dual enrollment. A student’s academic profile needs to show both performance and challenge. (admissions.unc.edu)

The second takeaway is that application strategy matters more than families think. UNC’s first-year deadlines are October 15 for Early Action and January 15 for Regular Decision, with North Carolina Early Action applicants receiving decisions by December 20 once residency is confirmed. NC State’s deadlines are November 1 for Early Action and January 15 for Regular Decision. Those timelines reward students who start early, not students who wait until senior fall to “see how things go.” (admissions.unc.edu)

The third takeaway is that “test optional” does not mean “strategy optional.” Under current UNC System policy, students with a weighted GPA of 2.8 or above are not required to submit scores, while students below that threshold must submit qualifying test scores. Both UNC-Chapel Hill and NC State reflect that policy in their admissions guidance. Families still need to think carefully about whether scores strengthen the file, especially in competitive applicant pools. (northcarolina.edu)

Why This Matters for In-State Applicants

For years, many North Carolina families assumed that if a student was solid academically, the in-state path would be relatively straightforward. That landscape has changed. UNC-Chapel Hill is drawing enormous demand from inside and outside the state, and NC State’s combination of rising application volume and major-based review means that applicants need a more intentional strategy than simply checking the box for a popular program. (northcarolina.edu)

That is exactly why outside guidance can help. As a Raleigh-based college admissions consultant and UNC graduate, I help North Carolina families build balanced college lists, think strategically about major choice, strengthen essays and short answers, and create a smart application plan for schools like UNC-Chapel Hill, NC State, and other selective in-state options. If your student is aiming high in North Carolina, the best time to start is before senior year gets busy.

If you want thoughtful, organized support for the in-state application process, I’d love to help your family build a stronger strategy.

Does Your Intended College Major Affect Your Chances of Admission? (2026 Guide)

The 60‑second answer

Yes—at some colleges, your intended major can meaningfully change your odds of admission. But at many highly selective schools, you’re admitted to the university (or to a college within the university), not to a specific major, so the “pick an easier major” idea often doesn’t work and can backfire.

Here’s the practical takeaway:

• Major-blind (or close to it): your intended major usually doesn’t change your admit chances much—but your application still needs a coherent academic story. (mitadmissions.org)

• College/school-based admission (Engineering vs. Arts & Sciences vs. Business): the school you apply to can matter a lot, and switching later isn’t always simple. (admissions.cornell.edu)

• Direct-to-major / capacity-constrained programs (common in CS/engineering at large publics): your major choice can dramatically change selectivity, and “switching in later” may be unlikely. (cs.washington.edu)

Why major sometimes matters (and sometimes doesn’t): 3 common admissions models

1) Admitted to the university (not by major)

Some universities explicitly state that applicants don’t apply to a specific major (you indicate an interest, then choose later).

• MIT example: Applicants list a “course of interest,” but MIT says it doesn’t impact admission decisions, and students select a major later (end of first year). (mitadmissions.org)

• Stanford example (stated for transfer applicants): “you apply to the university as a whole, not to a particular major, department or school,” and you aren’t bound by those choices. (admission.stanford.edu)

What this means for strategy:
Trying to “optimize” by picking a random low-demand major usually doesn’t create a meaningful advantage—and it can create a mismatch between your transcript/activities and what you claim you want to study. (mitadmissions.org)

2) Admitted by college/school (not necessarily by department)

Many universities have internal colleges (e.g., Arts & Sciences, Engineering, Business). You’re evaluated within that unit.

• Cornell: You apply to one undergraduate college/school, and Cornell notes you cannot change the college/school after submitting your application. (admissions.cornell.edu)

• Carnegie Mellon: CMU explicitly notes you apply directly to a college or school within the university. (cmu.edu)

  • Within CMU’s School of Computer Science, CMU states it admits into SCS (not departments) and that the department choice does not factor in admissions; major declaration happens later. (cs.cmu.edu)

What this means for strategy:
Choosing which college to apply to can be a real lever—but it’s not a “back door.” If your essays and activities don’t credibly support that college’s academic mission, your application can look inauthentic (and you may be stuck if switching is difficult). (admissions.cornell.edu)

3) Direct-to-major / capacity-constrained (major choice can heavily affect odds)

This is where major selection can have the biggest impact—especially for computer science, engineering, and some business tracks at large universities.

University of Washington (UW) – a clear data example (CS/CE):
UW’s Allen School publishes Direct-to-Major (DTM) admit rates for students listing CS/CE as their first-choice major, and they’re dramatically different by residency. (cs.washington.edu)

• DTM CS/CE acceptance rate (2025):

  • WA residents: 37%

  • Domestic non-residents: 5%

  • International: 2% (cs.washington.edu)

• UW also reports (3‑year averages) that overall first-year admit rates are much higher than DTM CS/CE, underscoring how “major choice” can change selectivity at the same university. (admit.washington.edu)

UW also notes a key tactical detail: if you list an Allen School major as a second choice, you will not be considered for DTM admission (so “I’ll list CS second” doesn’t work there). (cs.washington.edu)

What this means for strategy:
At direct-to-major schools, your intended major isn’t just a preference—it can be a high-stakes gatekeeping mechanism. (cs.washington.edu)

The “apply as an easier major” myth (and when it backfires)

This idea persists because it sometimes sounds logical: “If CS is competitive, I’ll apply as something else, get in, then switch.”

Two problems:

1. At many schools, it won’t change your odds (because they don’t admit by major). (mitadmissions.org)

2. At schools where majors are capacity-constrained, switching later can be unlikely. UC published guidance alongside its discipline-level admissions dashboard that directly addresses this: applying to a less selective discipline to switch later is a “definitive No,” noting it’s usually not possible to switch into highly selective majors after enrolling. (universityofcalifornia.edu)

A campus-specific version of the same warning shows up at UC San Diego: UCSD’s selective major FAQ states there is no guarantee you’ll be able to switch into selective majors, and advises students to enroll only if they’d be happy with a non-selective alternative plan. (undergrad.ucsd.edu)

Bottom line: Picking a major you don’t actually want is rarely an “admissions hack.” It’s often a risk transfer—you’re trading a slightly better chance at admission for a potentially worse outcome after you enroll. (universityofcalifornia.edu)

So… is “major selection” a real strategy for getting into top schools?

What isn’t a reliable strategy

• Choosing a random major you don’t care about just because you heard it’s “easier.” (universityofcalifornia.edu)

• Assuming you can switch later into a capped/selective program. (universityofcalifornia.edu)

MIT’s well-known advice captures the broader reality: don’t do things because you think they’re your ticket in—there’s no “golden ticket.” (mitadmissions.org)

What can be strategic (and legitimate)

1. Match your major choice to the school’s admissions structure.

   • If it’s major-blind: pick the interest you can explain honestly. (mitadmissions.org)

   • If it’s by college/school: choose the college you truly want—because you may not be able to switch after you apply (or it may be difficult). (admissions.cornell.edu)

   • If it’s direct-to-major: treat the major choice like a critical strategic decision (because it is). (cs.washington.edu)

2. If you’re genuinely flexible, consider adjacent majors you’d be happy graduating with.
   This is not “gaming”—it’s realistic planning. The key is you must be able to say, truthfully, “I would be excited to study this.” UCSD’s guidance is essentially: only enroll if your alternate plan is acceptable. (undergrad.ucsd.edu)

3. Use publicly available data the right way (not as a loophole).
   UC’s dashboard guidance explicitly warns it’s not a workaround—and says “no back door.” Use data to understand competitiveness, then build a balanced list and a coherent academic plan. (universityofcalifornia.edu)

A simple framework for choosing your intended major (without regrets)

When I help students build a list and finalize applications, we typically run this checklist:

1. Does the college admit by major, by school, or university-wide?
   Start with the school’s own language. (mitadmissions.org)

2. If it’s selective/capped, what are the realistic pathways to the major?
   Some programs publish DTM rates and explicitly caution students about what happens if they’re not admitted directly. (cs.washington.edu)

3. If switching is hard, are you truly happy with your “Plan B” major?
   If not, you may need to change the college list—not just the major name on the application. (undergrad.ucsd.edu)

4. Does your application support your stated interest?
   Even at major-blind schools, your essays, coursework, and activities should tell a credible story about what you like to learn and why. (mitadmissions.org)

FAQ (common questions families ask)

“Should I apply ‘undecided’ to improve my chances?”

Sometimes it’s fine—UC even notes many students apply undeclared and that can be OK—but it’s not a magic advantage, and it can be a problem if your intended field is a selective, capacity-constrained major you can’t easily switch into. (universityofcalifornia.edu)

“If a school is major-blind, does my major choice matter at all?”

It may not change the admit rate directly, but your academic interests still shape how admissions readers interpret your coursework, activities, and essays—so you should choose something authentic and coherent. (mitadmissions.org)

“Can I pick a different major after I’m admitted?”

Often yes—but not always into highly selective majors. UC’s guidance is blunt that switching into highly selective majors is usually not possible after enrolling. (universityofcalifornia.edu)

Want help building a major-smart college list (and a strategy that actually works)?

If you’d like a personalized plan—which schools are major-blind vs. major-constrained, where “business” is direct-admit vs. apply-later, how to write a credible academic narrative, and how to avoid getting locked out of the program you really want—I can help.

Reach out to me through my admissions consulting contact page to set up a strategy call and start building a targeted, realistic, high-upside college list.

Common App Activities List: 10 Misconceptions About “Impact” (You Don’t Have to Save the World)

First: What “Impact” Means in College Admissions

On the Common App activities list, “impact” is simply evidence that what you did mattered—to someone, somewhere. That can look like:

• Making something run more smoothly

• Improving results over time

• Supporting a group consistently

• Creating a resource people actually use

• Taking on responsibility others depend on

• Going deeper in a skill and contributing with it

Impact can be local, small-scale, behind-the-scenes, and still impressive.

10 Common Misconceptions About Showing Impact

1) “Impact = a huge organization or famous nonprofit”

Not true. Colleges don’t award bonus points for brand names. A big-name organization with minimal involvement often reads weaker than a smaller community effort where you did real work.

Better question: What did you actually do, and who benefited?

2) “I need to start a nonprofit to stand out”

Starting something can be great—if it’s needed, sustained, and specific. But “founder” without follow-through is one of the most common patterns admissions readers see.

Impact isn’t the label. Impact is the outcome.

3) “Only leadership titles count”

You can show leadership without “President” in front of your name.

Examples of leadership without a title:

• Training new members

• Running logistics (schedules, equipment, communications)

• Building a system that continues after you

• Mentoring younger students

• Taking ownership of a recurring responsibility

4) “I’m not captain/prom queen/student body president, so I’m behind”

Many students aren’t in those roles—and still get into highly selective schools. Colleges want a variety of personalities and contributions, not one stereotype.

Being dependable, skilled, and committed is a strong story.

5) “Volunteering has to be dramatic (houses, international trips, big events)”

Admissions teams value sustained service that fits your life and community. Impact can be:

• Weekly commitments

• Helping one program run better

• Supporting kids, seniors, libraries, local shelters

• Building a resource toolkit for a small organization

• Translating materials, tutoring consistently, organizing supplies

Small and steady beats flashy and short-term.

6) “I have to do what everyone else is doing”

If your activities look like a checklist, you’ll feel pressure to keep adding random clubs. Instead, aim for a few activities that show:

• Commitment over time

• Increasing responsibility

• Skill development

• Contribution/results

Depth usually reads stronger than scattered involvement.

7) “Only award-winning activities matter”

Awards can help, but they’re not the only proof of excellence. You can demonstrate seriousness through:

• Advanced coursework tied to the activity

• Portfolios or published work

• Certifications

• External validation (performances, exhibitions, client work, paid work)

• Tangible improvements you made

8) “If I’m busy with family responsibilities, that doesn’t ‘count’”

It absolutely counts. Family responsibilities often demonstrate maturity, time management, empathy, and reliability—qualities colleges value.

Common examples:

• Caring for siblings

• Translating for family members

• Working to support household needs

• Managing significant home responsibilities

The key is describing it clearly and concretely.

9) “Impact means big numbers”

Numbers can help, but they’re optional. Impact can also be qualitative:

• Designed a better process

• Improved retention/attendance

• Built a resource used by a community

• Mentored younger students who continued the work

If you do use numbers, keep them honest and simple.

10) “I’ll worry about this junior year”

Planning early doesn’t mean doing more—it means doing smarter.

If you have a few years, you can build a strong activities narrative without panic:

• Try things early

• Notice what you enjoy and stick with it

• Grow responsibility naturally

• Track outcomes so you can describe them later

What Colleges Actually Want to See in Activities

Think of your activities list as answering three questions:

1. What do you care about (or commit to)?

2. What skills did you build?

3. How did you contribute over time?

A strong list often has a mix of:

• One or two core commitments (2–4 years)

• One or two supporting activities (consistent, lower time)

• Some exploration (shorter-term, especially earlier in high school)

• Possibly work, family responsibilities, or community involvement

How to Show Impact on the Common App Activities List (Without “Saving the World”)

Use this simple “Impact Formula”

When describing an activity, aim for:

Role + Actions + Scope + Outcome

Examples of outcomes:

• improved, increased, reduced, created, organized, mentored, trained, launched, coordinated, maintained

Strong impact verbs (helpful for the character limit)

• Coordinated

• Streamlined

• Trained

• Mentored

• Managed

• Led

• Built

• Designed

• Implemented

• Facilitated

• Produced

• Expanded

What to track now (so writing is easy later)

Keep a simple note on your phone with:

• Dates and time commitment

• Responsibilities you took on

• Any measurable results (even small)

• Moments of growth (training others, fixing a problem, stepping up)

Realistic Examples of “Impact” (That Aren’t Stereotypical)

Here are activities that can be excellent if done with consistency and real contribution:

• Part-time job (customer service, tutoring, food service, retail): training new hires, managing closing tasks, improving a system, reliability

• Sports without captain title: organizing off-season workouts, mentoring younger players, managing equipment, setting team culture

• Music/arts: performing regularly, organizing a recital, teaching beginners, building a portfolio, contributing to productions

• Tutoring (informal or formal): consistent weekly support, creating study guides, tracking progress

• Coding/tech: building a small tool used by a club, school, or community group; maintaining a website; automating a process

• Family responsibilities: caregiving, transportation, translating, household management

• Community involvement: library programs, faith community work, neighborhood initiatives, food pantry logistics

• School clubs: being the person who actually runs the event calendar, handles communication, or trains newcomers

Impact is often un-glamorous. Colleges know that. They respect it.

A Simple Multi-Year Plan (for Students With Time Before Applying)

9th grade: Explore + notice what sticks

• Try 3–6 things without guilt

• Keep what you genuinely enjoy or can commit to

• Start tracking hours/responsibilities lightly

10th grade: Narrow + build consistency

• Choose 2–3 activities to invest in steadily

• Look for a “next step” responsibility (train someone, run logistics, lead a small project)

• Consider a summer plan that supports your interests (job, class, local program, project)

11th grade: Deepen + document impact

• Aim for responsibility that shows trust (not just a title)

• Keep evidence of outcomes (results, deliverables, improvement over time)

• Think about how your activities connect to your values and interests

12th grade (early): Describe clearly, don’t reinvent your life

• Your application should reflect growth that already happened

• Avoid last-minute “resume padding”

Parent-Friendly Note: How to Help Without Taking Over

The best support is structure, not pressure:

• Help your student choose commitments they can realistically sustain

• Encourage consistency and follow-through

• Talk about time management and stress

• Avoid pushing “impressive-sounding” activities that don’t fit your student’s personality

Admissions readers can usually tell when an activity was built for appearances.

Quick FAQ

Do colleges prefer volunteering over paid work?
No. Paid work can be extremely meaningful and shows responsibility. What matters is what you did and what it demonstrates.

Is it bad if my activities aren’t related to my intended major?
Not necessarily—especially if you’re early in high school. Over time, it can help to develop a few “threads,” but you don’t need a perfect match.

How many activities should I have?
Quality beats quantity. Many students do well with a focused list rather than trying to fill all 10 slots.

Want a Long-Term Activities Plan (So You’re Not Guessing)?

If you’re a few years away from applying, this is the perfect time to plan calmly and intentionally—without chasing stereotypes or forcing a “save the world” storyline.

If you’d like help building a long-term extracurricular strategy, choosing activities that fit your student, and tracking impact in a way that makes the Common App easier later, reach out to me. I offer planning support that starts early and keeps you on track through high school.

Letters of Recommendation for College: A Spring Guide for Juniors (and a Head Start for Younger Students)

Spring of junior year is when many students hit a turning point in the college application process—because teacher letters of recommendation quietly become one of the most important pieces of the application.

A strong letter can:

• confirm what your grades mean in a real classroom setting

• show your character, growth, and impact beyond numbers

• help admissions readers picture you in a college classroom

A vague, generic letter usually won’t hurt you at most schools—but it won’t help you stand out, especially at selective colleges where many applicants have similar stats.

This guide covers:

1. When to ask (and who to ask)

2. How to ask in a way that makes it easy for teachers to say “yes”

3. How to help your teacher write a strong letter (without being awkward)

4. A quick section for freshmen/sophomores on building relationships early

(Parents: there’s a helpful checklist you can use to keep things on track, too.)

Part 1: When should juniors ask for letters of recommendation?

In most high schools, the best window is spring of junior year (often March–May) or very early fall of senior year, depending on your school’s process.

A simple rule of thumb

• If your school uses Naviance/Schoolinks or has a formal process: follow the school’s timeline.

• If there’s flexibility: asking in late spring is smart because teachers’ fall calendars fill up fast.

Timing that teachers appreciate

Try to ask at least 3–6 weeks before you need the letter. More is better.

Also: many teachers cap how many letters they’ll write. Asking early increases your odds of getting your top choice.

Part 2: Who should you ask? (The teacher-choice strategy that works)

Most colleges that require teacher recommendations want letters from core academic teachers (think: English, math, science, history/social science, world language). Some programs (like engineering) may prefer STEM teachers—always check each college’s requirements.

Choose teachers who can do at least ONE of these well:

• describe how you think (not just that you’re “nice”)

• point to specific moments when you showed initiative or intellectual curiosity

• compare you to peers (e.g., “top 5% I’ve taught in 10 years”)

• explain growth (especially if you improved significantly)

The best recommender is often:

• a teacher from junior year (fresh, detailed stories)

• a teacher in a class where you participated, asked questions, took feedback, or led group work

• a teacher who saw you in a challenging context (advanced class, tough grading, big projects)

Two recommendations? Think “two different angles”

If you need two teacher letters, pick recommenders who highlight different strengths, for example:

• English/history teacher → writing, analysis, discussion, voice

• math/science teacher → problem-solving, persistence, precision

Part 3: How to ask a teacher for a recommendation (a script that works)

Asking in person (or after class) is usually best. Keep it straightforward and respectful.

What to say (student-friendly script)

“Hi Mr./Ms. ___, I’m starting my college application process and I was wondering if you’d feel comfortable writing me a strong letter of recommendation. I really valued your class, especially ___, and I think you’ve seen me ___. If you say yes, I’ll send a short brag sheet and my deadlines.”

Why this works:

• “strong” gives teachers an easy out if they can’t write positively

• you remind them of why you’re asking them specifically

• you immediately offer support materials (making the “yes” easier)

If they say yes…

Ask:

• “What’s the best way for me to send you my info?”

• “Do you have a form you prefer students to fill out?”

• “What deadline do you want from me?” (Teachers often want it earlier than the school deadline.)

If they hesitate or say no…

That’s not a disaster—that’s useful information. Thank them and ask someone else. It’s far better to get a confident “yes” from a second-choice teacher than a lukewarm letter from a first-choice teacher.

Part 4: How to help your teacher write a great letter (without sounding pushy)

Here’s the truth: even teachers who love you are busy. Your job is to make it easy for them to write specific, detailed, accurate praise.

What to provide (the “teacher rec packet”)

Send one concise email with:

• Brag sheet (1 page is ideal; 2 pages max if it’s very organized)

• Resume or activities list (optional but helpful)

• List of colleges + deadlines (or “I’ll add everything in Naviance by ___”)

• Any special prompts (some schools have a specific recommendation prompt)

• Your preferred name/pronouns (if relevant)

• A reminder of which class/term you had them and any key projects

What makes a letter stronger (the specifics teachers need)

Encourage your teacher to write with details by giving them details. On your brag sheet, include:

• a moment you’re proud of in their class (project, lab, essay, presentation, discussion)

• what you did that showed initiative (extra reading, office hours, revision, tutoring others)

• how you handle challenge (hard unit, low first grade, comeback, resilience)

• how you contributed to the classroom (questions, leadership, collaboration, kindness, intellectual energy)

“But isn’t this bragging?”

Think of it as accurate memory support. You’re not telling the teacher what to say—you’re giving them the raw material to write something concrete and true.

A simple brag sheet template (copy/paste for students)

1) Basics

• Full name:

• Grade:

• Teacher/class/term:

• How you plan to apply (if known): Early Action / Early Decision / Regular

2) Highlights from your class

• A project/assignment I’m proud of:

• A time I improved or handled feedback:

• What I think you saw me do well (skills/traits):

3) My academic strengths

• Subjects I’m strongest in and why:

• Study habits that work for me:

• How I handle challenge:

4) Activities & impact (pick 4–6)
For each: Role, commitment, what you actually did, impact/result.

• Activity 1:

• Activity 2:

• Activity 3:

5) Personal qualities you can honestly support
Choose 3–5 traits and give a quick example for each.

• Trait + example:

• Trait + example:

6) What I’m excited to study/explore in college (even if it may change)

• Interests:

• Possible majors (if any):

• Why:

7) Anything else you want the teacher to know

• Context that matters (family responsibilities, work hours, a challenge you overcame—only what you’re comfortable sharing):

• A value that guides you:

Part 5: For younger students (freshman/sophomore): how to build relationships that lead to great letters later

If you’re not a junior yet, you don’t need to “network.” You just need to become the kind of student teachers can describe vividly.

Small habits that create strong recommenders

• Show up prepared (consistency beats intensity)

• Participate once per class (even a thoughtful question counts)

• Use office hours or extra help at least a few times per semester

• Revise work and show you applied feedback

• Take intellectual risks (try the hard problem, attempt the deeper analysis)

• Be a positive force in group work—reliable, respectful, collaborative

Letters get strong when teachers can say: “I watched this student think.”

Quick parent checklist (to keep the process calm)

Parents can help by making sure students:

• know how many letters they need (and from whom)

• ask early enough (3–6+ weeks)

• track deadlines in one place

• send thank-you notes (a short handwritten note is great)

• follow the school’s official submission process (Naviance/Schoolinks/Common App)

One important note: recommendation letters should come from the student, not the parent. It reads better, and teachers expect it.

A final note: recommendation letters are part of a bigger strategy

Strong recommendations work best when they match the rest of the application: course rigor, activities, essays, and the school list. If those pieces don’t align, even great letters can’t fully carry the story.

Want help building an admissions plan (and making sure rec letters support it)?

If your family wants a clear timeline for junior spring and senior fall—who to ask, when to ask, what to send, and how to build a balanced school list—I’m happy to help.

Reach out to schedule an intro call and we’ll talk through your goals, your current profile, and a step-by-step plan for the months ahead.

College Admissions Trends from Last Year (2024–25) — and How to Use Them for This Year’s Applications (2026–27)

Key takeaways (TL;DR)

1. Applications hit new highs (and students applied to more colleges), which makes outcomes less predictable. (commonapp.org)

2. Public universities saw faster application growth than private colleges—flagships are getting even more crowded. (commonapp.org)

3. Test scores are “back” in a big way: more students reported scores, and more top schools reinstated testing requirements (with different policies). (commonapp.org)

4. What colleges say they value hasn’t fundamentally changed: course rigor + grades still drive the bus, with essays/recs as key differentiators. (obp.umich.edu)

5. Waitlists remain wildly variable—treat them as uncertain and build a real “Plan A” list. (mitadmissions.org)

What “last year” means (and why the Common Data Set matters)

• “Last year” in this post = the 2024–25 application season (students applying for fall 2025 entry). The Common App published its end-of-season report on August 13, 2025. (commonapp.org)

• The Common Data Set (CDS) is a standardized reporting format colleges publish to make key facts easier to compare (admissions factors, testing, waitlist numbers, etc.). It’s one of the most reliable ways to confirm what a college says it uses in review and what the enrolled class looks like. (irds.stanford.edu)

Trend #1: More applications (and more applications per student)

What happened (data):

• Common App reported 1,498,199 applicants and 10,193,579 total applications across 1,097 member institutions—the first time applications surpassed 10 million. (commonapp.org)

• Applicants applied to slightly more colleges on average (applications per applicant rose from 6.64 to 6.80). (commonapp.org)

Why it matters:

• More volume = more “noise” in the process (especially at selective schools), and it can make results feel random even for strong applicants.

How it should change your strategy for 2026–27:

• Build a list that’s balanced on admissions and affordability. Aim for a mix of:

  • “Likely” schools you’d truly attend

  • “Match” schools where your stats + fit are aligned

  • “Reach” schools (including the ultra-selective)

• Don’t confuse “competitive” with “safe.” If a school’s admit rate is low, treat it like a reach even if your GPA/test scores are high.

Trend #2: Public universities gained applications faster than private colleges

What happened (data):

• Applications to public Common App members grew 13%, compared to 3% for private members (2023–24 to 2024–25). (commonapp.org)

Why it matters:

• State flagships and large publics are increasingly popular for perceived ROI, strong programs, and name recognition—so out-of-state and “popular major” competition can be intense.

How to adjust your strategy:

• Treat out-of-state public flagships as selective unless you’re clearly above their typical ranges.

• Apply early where it helps (many publics have EA priority for scholarships, honors, or just earlier review).

• Track major/program rules: some universities have separate admission pathways for engineering, business, CS, etc. (This isn’t universal, but it’s common enough to check school-by-school.)

Trend #3: The applicant pool kept shifting (first-gen, URM, and low-income growth)

What happened (data):

• Underrepresented minority applicants (as defined in the report) increased 14%, with strong growth among Latinx (15%) and Black/African American (12%) applicants. (commonapp.org)

• First-generation applicants grew 14%. (commonapp.org)

• Applicants reporting Common App fee waiver eligibility grew 10% (vs. 3% for non-eligible), and growth from below-median income ZIP codes continued to outpace above-median income ZIP codes (10% vs. 4%). (commonapp.org)

Why it matters:

• Colleges are actively building classes with multiple goals (academics, programs, geography, access, etc.). A shifting pool can change the competitive “shape” of a cycle.

How to adjust your strategy:

• If you have significant context (family responsibilities, work, limited courses at school, etc.), use the Additional Information section to explain it clearly and briefly.

• If cost matters, treat financial aid steps as application steps (FAFSA/CSS deadlines can be as real as admissions deadlines).

Trend #4: Testing policies are diverging—and more students submitted scores anyway

This is one of the biggest “strategy” shifts from last year to this year.

4A) More applicants reported test scores

Common App found that test-score reporters increased 12%, while non-reporters decreased slightly (less than 1%). This was the first time since 2021–22 that score-reporting growth outpaced non-reporting. (commonapp.org)

4B) More highly selective colleges reinstated testing requirements (or alternatives)

Examples of what changed (or solidified) recently:

• Harvard announced a return to required SAT/ACT starting with the Class of 2029 application cycle, with specified alternatives in limited “exceptional” access cases. (fas.harvard.edu)

• Dartmouth returned to requiring SAT/ACT beginning with applicants to the Class of 2029. (president.dartmouth.edu)

• Brown reinstated required testing beginning with the Class of 2029. (brown.edu)

• Yale adopted a test-flexible requirement (you must submit test results, but not only SAT/ACT; approved alternatives are allowed). (news.yale.edu)

• Princeton (as of its published policy) remains test optional for applicants seeking fall 2026 or fall 2027 entry, but plans to require testing beginning with the 2027–28 admission cycle (fall 2028 entry). (admission.princeton.edu)

What the Common Data Set shows about reality (even before full testing returns)

Even during the test-optional era, many enrolled students still submitted scores. For example (Fall 2024 enrolled first-year classes):

• Harvard CDS 2024–25: 54% submitted SAT; 19% submitted ACT. (oira.harvard.edu)

• University of Michigan CDS 2024–25: 51% submitted SAT; 18% submitted ACT. (obp.umich.edu)

• Brown CDS 2024–25: 61% submitted SAT; 24% submitted ACT. (oir.brown.edu)

How to use this for 2026–27 applications

• Plan to test at least once (SAT or ACT) even if some of your schools are test optional—because your list may change, policies may change, and strong scores can still help.

• Use score submission strategically:

  • If a school is test-required/test-flexible, comply early so you’re not scrambling. (college.harvard.edu)

  • If a school is test optional, compare your score to the school’s CDS ranges and submission rates to make a decision (and consider your school context).

Trend #5: Colleges keep telling us the same core story: rigor + grades matter most

The Common Data Set is very clear on this at many institutions: your transcript matters most, and then several “human” pieces (recommendations, essays, qualities, activities) help distinguish you.

Two examples:

• University of Michigan CDS 2024–25 rates rigor of secondary school record and academic GPA as Very Important, and also lists recommendations, test scores, and essays as Important. (obp.umich.edu)

• Harvard CDS 2024–25 shows the institution considers multiple academic and nonacademic factors (including rigor, GPA, testing, essays, recommendations, extracurriculars, and first-generation status). (oira.harvard.edu)

How that should change your strategy:

• Prioritize senior-year rigor (especially in the context of what your school offers).

• Use your essays and activities to show direction and depth, not a résumé dump.

• Make it easy for recommenders to write specifics (a short brag sheet + 2–3 examples of your impact).

Trend #6: Early application options keep expanding (especially at large publics)

Early plans are becoming a bigger part of how schools manage enrollment—and applicants increasingly use them strategically.

One concrete example:

• The University of Michigan announced it would introduce a new binding Early Decision option for first-year applicants for the 2026–27 academic year (i.e., the cycle many current juniors will use). (news.umich.edu)

And at highly selective schools, early round volume remains enormous. MIT’s published stats for the Class of 2029 show 12,052 Early Action applicants and an overall admit rate of 4.6%. (mitadmissions.org)

Strategy implications:

• Use ED only if it’s your clear first choice and you’re comfortable with the financial commitment (since it’s binding).

• Use EA when it provides real advantages (priority scholarship deadlines, earlier review, honors programs, etc.).

• Don’t apply early “just because”—apply early with a plan.

Trend #7: Waitlists stayed unpredictable (use CDS + official stats to reality-check them)

Waitlist outcomes range from “meaningful movement” to “almost none,” depending on the school and the year.

Examples:

• MIT (Class of 2029): 561 offered a waitlist spot; 10 admitted from the waitlist. (mitadmissions.org)

• University of Michigan (Fall 2024 CDS): reported 973 wait-listed students admitted (illustrating how some large institutions can pull many more students from the waitlist). (obp.umich.edu)

How to adjust your strategy:

• Treat waitlists as uncertain, not a plan.

• If waitlisted, follow each school’s instructions carefully (some want a LOCI; others don’t).

• Make a strong enrollment plan by May 1, regardless.

A practical “this year” checklist (for the 2026–27 application season)

If you’re applying this coming cycle, here’s what to do differently based on last year’s trends:

1. Finalize your testing plan by early summer

   • Pick SAT vs ACT, schedule dates, and build in time for a retake if needed.

2. Build your list with “volume” in mind

   • Because applications are up, protect yourself with true likelies + financial likelies. (commonapp.org)

3. Map early deadlines in a single spreadsheet

   • Include EA/ED, honors, merit scholarships, portfolio/audition deadlines.

4. Draft essays earlier than you think you need to

   • With holistic review, writing quality and specificity still matter. (obp.umich.edu)

5. Use the Common Data Set like a playbook

   • Check: C7 (factors), C9 (test ranges + % submitting), C2 (waitlist), and any early plan reporting.

Final thought

Last year’s data points to a simple reality: more applicants, more complexity, and more policy variation. The students who do best are usually the ones who build a smart list early, stay flexible, and treat every part of the application (transcript, testing, essays, recommendations, and deadlines) as a system.

Not sure where to start? Let’s make a plan.
In an intro call, we can cover:

• what schools make sense (reach/match/likely)

• your timeline + priorities

• where essays/activities can be strengthened
  If that sounds helpful, contact me.

How to Get the Most Out of a Summer College Campus Visit (Even When Classes Aren’t in Session)

Last updated: March 2026

Summer isn’t the “perfect” time to visit a college campus—fewer students are around, some buildings are closed, and you won’t see a normal weekday rhythm. But for most high schoolers, summer is when schedules finally line up. The good news: a summer visit can still be high-impact—for your college list, your application essays/interviews, and (at some schools) demonstrated interest—if you plan it intentionally.

Below is a parent-and-student-friendly, step-by-step strategy to make a summer campus visit truly count.

Quick reality check: Will a campus visit help with admissions?

Sometimes—but not always.

National admissions data shows that “student interest in attending” (often called demonstrated interest) is not a primary factor at many colleges. In NACAC’s Fall 2023 survey of member four-year colleges, “student’s interest in attending” was rated “considerable importance” by 15.7% and “moderate importance” by 27.6%—and “no importance” by 31.4%. (nacacnet.org)

Translation: For many schools, visiting won’t be a magical “boost.” But a smart visit still matters because it helps you:

• build a better-fit college list (and avoid costly “wrong fit” applications),

• gather specific details for “Why us?” essays and interviews,

• understand academics, advising, housing, and student support beyond marketing.

And if a school does track interest, you can make sure your time is logged properly and used well (without being performative).

Step 1: Decide what you want the visit to answer (before you book anything)

A great summer visit is less like sightseeing and more like a mini investigation. Have the student pick 3–5 questions they genuinely want answered, such as:

Academic fit

• “How easy is it to explore majors or change directions?”

• “What do students actually do in year one for my intended major?”

• “How accessible are research, internships, and advising?”

Social + day-to-day fit

• “What do weekends look like here?”

• “Is this a campus culture where I’d feel comfortable?”

• “How do students get around without a car?”

Support + outcomes

“What support exists for tutoring, writing, mental health, disability services?”

• “How strong is career support for my interests?”

• “What happens if I’m unsure of my path?”

Parent tip: Add a fourth bucket—financial fit (aid, scholarships, and typical costs).

Step 2: Make your summer visit “official” (if the school tracks interest)

If a college considers interest, they usually care about verifiable touchpoints (registered events, info sessions, etc.), not random walk-throughs.

At some schools, admissions explicitly says they may consider level of interest and lists actions like virtual/in-person visits, meeting an admission counselor, and even interacting digitally through emails or the website. (du.edu)

Do this:

1. Register for the official tour and/or info session (don’t just show up).

2. Use one consistent email that matches the student’s applications later.

3. Check in (QR code, sign-in table, etc.)—make sure it’s recorded.

4. If offered, add one more “trackable” element: a department session, an admissions Q&A, or a virtual event later in the summer.

Don’t do this:

• Don’t bombard admissions with emails to “show interest.”

• Don’t ask questions that are answered clearly on the website.

• Don’t treat the tour guide like an evaluator—be respectful and curious.

Step 3: Use the Common Data Set (CDS) to understand whether interest matters

Many colleges signal whether they consider “level of applicant’s interest” in their Common Data Set, a standardized format used across higher ed. (The CDS is a collaborative initiative involving higher-ed data providers and publishers like the College Board and others.) (oira.harvard.edu)

For example, Harvard’s Common Data Set lists “Level of applicant’s interest” as not considered. (oira.harvard.edu)

Practical takeaway:

• If a school’s CDS says interest is not considered, your visit still helps you, but don’t stress about “checking boxes.”

• If it’s considered, make sure your engagement is official + authentic.

Step 4: Build a “summer-proof” campus visit plan (because classes aren’t in session)

When campuses are quiet, the default tour can feel generic. Your goal is to see what the tour won’t show.

A high-impact summer itinerary (2.5–4 hours)

1) Admissions tour + info session (60–120 min)
Treat this as your baseline: history, vibe, big-picture academics.

2) Academic deep dive (30–60 min)
Pick one academic target and go deeper:

• Find the building for the major/program.

• Read bulletin boards (events, research posters, club meetings).

• Visit a lab space, studio space, or advising office if open.

• Ask: “What does a first-year schedule look like for this major?”

3) “Life logistics” loop (30–45 min)
Walk the routes you’d actually take:

• first-year housing area → dining → main academic quad → library/student center.

4) The off-campus reality check (20–40 min)
Walk one block beyond campus:

• Is it a college town? City campus? Suburban?

• Do students have places to eat/study/work?

• How safe/comfortable does it feel?

Step 5: Ask better questions (the ones that create clarity—and great essay details)

Questions students should ask

• “What surprised you most after enrolling?”

• “What do students do when they’re stressed or struggling academically?”

• “How easy is it to join clubs or research as a first-year?”

• “If you could change one thing about this school, what would it be?”

• “What kind of student is happiest here?”

Questions parents can ask (without taking over)

• “What support exists for advising and mental health?”

• “How is first-year housing assigned, and what are common issues?”

• “How do internships work during the year—transportation, scheduling, support?”

• “How does the school help students graduate on time?”

Pro tip: Have the student write down 3 specific observations during the visit (a program detail, a student quote, and a “day-in-the-life” detail). Those become gold later for supplements and interviews—especially when so many essays sound generic.

Step 6: Capture the details that actually strengthen applications

A summer visit won’t automatically “impress” an admissions committee. What it can do is help the student write and speak about the school with specificity and credibility.

What to record (takes 10 minutes):

• 1 academic detail: course structure, advising model, a facility, a first-year requirement, a program feature.

• 1 community detail: a club, tradition, campus center, or a vibe you observed.

• 1 support detail: tutoring, writing center, career office, mentoring, learning support.

• 1 “fit sentence”: “I’d thrive here because…”

• 1 “concern sentence”: “I’m unsure about…”

Avoid copying marketing language. Aim for your experience.

Step 7: Follow up the right way (not the noisy way)

If you spoke to an admissions person or departmental rep

Send a short email within 48 hours:

• Thank them,

• reference one specific thing you learned,

• ask one genuine follow-up question (optional).

If you only did the standard tour

You usually don’t need to email anyone. Instead:

• attend one virtual session later (especially if interest is considered),

• keep building a thoughtful school list.

A simple “Summer College Visit Checklist” (copy/paste)

Before the visit

• Student’s top 3 questions (academic/social/support)

• Official tour/info session registered + check-in plan

• One consistent student email used for sign-ups

• Department/program buildings pinned on the map

• Notes doc ready (phone) + photo of campus map

During the visit

• Tour + info session

• Major/program building walk-through

• Dining/student center/library stop

• First-year housing area walk

• 10 minutes off-campus walk

After the visit

• 10-minute debrief: 3 specifics + fit/concern sentences

• Update your list category (likely/target/reach)

• Decide: revisit in fall? virtual follow-up?

Final thought: Summer visits work best as “Round 1”

If you can, use summer to screen schools, then revisit a smaller shortlist when classes are in session (early fall is ideal). If you can’t revisit, you can still approximate the academic feel with:

• virtual departmental info sessions,

• student panels,

• connecting with your regional admissions rep (when appropriate).

Ready to take the guesswork out of the process? Contact me today to learn how my college admissions support—from strategic college selection to polished, on-time application submission—can help students apply with clarity and confidence.