# Tuesday Talks 2025 – The Art of Holistic Review

https://www.youtube.com/watch?v=wRq8d2yGS6g
Translation: zh-CN

[00:00] Um, so, uh, before we dive in, just a few kind of housekeeping notes, uh, if we want you to be involved here.
  嗯，所以，呃，在我们开始之前，有一些家政方面的说明，呃，如果我们希望您参与其中。

[00:10] So, a lot of it is going to be some of us sharing, but a lot of us we're going to be asking you to kind of consider things.
  所以，其中很多将是我们一些人分享，但我们中的很多人将要求您考虑一些事情。

[00:15] So, uh, Q&A box, make sure that's open for you and also the chat.
  所以，呃，问答框，请确保它对您开放，聊天框也是。

[00:22] Let's see.
  让我们看看。

[00:24] I believe we are all able to chat, but you're at least able, you're able to chat to us.
  我相信我们都能聊天，但您至少能够，能够和我们聊天。

[00:30] So if you want to type in the chat if your Q&A box is not working, you can do that as well.
  所以如果您想在聊天框中输入，如果您的问答框不起作用，您也可以这样做。

[00:35] Uh we love questions and comments and but we will have a time for questions at the end.
  呃，我们喜欢提问和评论，但我们将在最后留出提问的时间。

[00:39] Um and if you are here and you need some Chinese support, I believe we do have another platform for you and you Yeah.
  嗯，如果您在这里并且需要中文支持，我相信我们有另一个平台供您使用，您是的。

[00:54] And if for some reason Zoom pops out on you, we are also on
  如果出于某种原因 Zoom 突然退出，我们也在

[01:00] YouTube today.
  YouTube 今日。

[01:03] So if you want to have that link ready, take a screenshot of the QR code in case Zoom pops out.
  所以，如果你想准备好链接，请截取二维码的屏幕截图，以防 Zoom 弹出。

[01:08] But if you can stay in Zoom, that's awesome because that's where we're doing most of our um sharing and talking and that'll just be a little bit easier.
  但如果你能留在 Zoom 里，那就太棒了，因为我们大部分的分享和交谈都在那里进行，这样会更容易一些。

[01:14] Um great.
  嗯，太好了。

[01:17] Well, why don't we start?
  那么，我们开始吧？

[01:20] Again, for those of you who don't know, my name is Gloria.
  再说一遍，对于那些不认识我的人，我叫格洛丽亚。

[01:23] I am one of the co-founders of Initial View, host of Tuesday Talks.
  我是 Initial View 的联合创始人之一，也是 Tuesday Talks 的主持人。

[01:27] Um, I always ask my guests to share a fun fact.
  嗯，我总是请我的嘉宾分享一个有趣的事实。

[01:30] So, I'm gonna share a quick fun fact about myself.
  所以，我要分享一个关于我自己的有趣事实。

[01:32] I have um three teenagers and one of them did this cool science program this year and I got to do an open house last week and I held a boa constrictor.
  我养了三个青少年，其中一个今年参加了一个很酷的科学项目，上周我参加了一个开放日，我抱着一条蟒蛇。

[01:44] That's my fun fact of the day.
  这就是我今天的有趣事实。

[01:45] Uh, my kids joke that I don't like dogs and cats, but I do like amphibians and reptiles, which is partially true.
  呃，我的孩子们开玩笑说我不喜欢狗和猫，但我确实喜欢两栖动物和爬行动物，这在一定程度上是真的。

[01:55] Um, okay.
  嗯，好的。

[01:58] Well, without further ado, um, Chris, why don't you start us
  那么，废话不多说，嗯，克里斯，你来开始吧

[02:02] Off and unmute?
  关掉并取消静音？

[02:04] You're muted, Chris.
  你被静音了，克里斯。

[02:06] Sorry.
  抱歉。

[02:06] I have uh three cats, not three kids.
  我有三个猫，不是三个孩子。

[02:09] Um, and one of them may very well make an appearance, at least one of them, uh, during this evening.
  嗯，其中一只可能会露面，至少其中一只，嗯，今晚。

[02:15] So, um, we'll have a feline perspective weighing in on on admissions outcomes as well.
  所以，嗯，我们也将有一个猫的视角来权衡招生结果。

[02:20] And Chris is a principal at I am the foreign principal at Shanghai Hongan Boyan School.
  克里斯是上海虹安博言学校的校长，我是那里的外籍校长。

[02:31] Uh so we're a secondary school USAP curriculum in in Shanghai and a proud initial view partner school.
  嗯，所以我们是上海一所采用美国课程的二级学校，也是一所值得骄傲的初始视图合作伙伴学校。

[02:36] Yay.
  耶。

[02:36] Thank you.
  谢谢。

[02:40] All right, Justin.
  好的，贾斯汀。

[02:44] Hello.
  你好。

[02:44] Uh my name is Justin Mooney.
  嗯，我叫贾斯汀·穆尼。

[02:47] I'm the director of recruitment at Carnegie Mellon University uh in Pittsburgh, Pennsylvania.
  我是卡内基梅隆大学招生主任，嗯，在宾夕法尼亚州匹兹堡。

[02:51] Uh, and my fun fact, uh, I hold a first-degree black belt in Taekwondo.
  嗯，我的一个趣事是，嗯，我拥有跆拳道黑带一段。

[02:55] Um, something I got about 25 years ago.
  嗯，这是我大约在25年前获得的。

[02:57] Amazing.
  太棒了。

[03:04] Um, okay, Libby.
  嗯，好的，莉比。

[03:08] Awesome. Hi everyone.
  太棒了。大家好。

[03:10] Uh, good morning from Brunswick, Maine.
  呃，早上好，来自缅因州布伦瑞克。

[03:12] Uh, my name is Libby Berseron.
  呃，我的名字是莉比·伯塞隆。

[03:14] I use she her pronouns and I am an associate dean of admissions uh with Bowden College which is located in Brunswick, Maine.
  我使用她/她的代词，我是博登学院的招生副院长，该学院位于缅因州布伦瑞克。

[03:22] Uh my fun fact is that uh since moving up to Maine, I've become an avid vegetable gardener.
  呃，我的趣事是，自从搬到缅因州后，我成了一个狂热的蔬菜园丁。

[03:26] So that's what you'll find me doing in the summer.
  所以夏天你会发现我在做这些。

[03:30] Nice. What's growing right now?
  很好。现在长得怎么样？

[03:34] Uh we just put a ton of peppers, shashidto, uh toatillos, um jalapeno and pablano peppers, but yes, tomatillos, cherry tomatoes, regular tomatoes, lettuce, onions, artichokes.
  呃，我们刚种了很多辣椒，墨西哥辣椒，呃，墨西哥番茄，嗯，墨西哥辣椒和帕布拉诺辣椒，但是的，墨西哥番茄，樱桃番茄，普通番茄，生菜，洋葱，朝鲜蓟。

[03:48] We'll see what happens. Awesome.
  我们拭目以待。太棒了。

[03:51] Okay, Grace. Hello everyone.
  好的，格蕾丝。大家好。

[03:54] My name is Grace Robertson Lloyd.
  我的名字是格蕾丝·罗伯逊·劳埃德。

[03:56] I use she her pronouns and I work for Grenell College.
  我使用她/她的代词，我在格里内尔学院工作。

[03:59] Um, and this is my ninth year.
  嗯，这是我的第九年。

[04:02] I'm an associate director of admission at Grenell.
  我是格里内尔学院的招生副主任。

[04:03] Uh, and my fun fact cuz uh kind
  呃，我的趣事是因为呃，那种

[04:07] of going along the reptile and pet route, but I have I'm very allergic to cats and dogs.
  沿着爬行动物和宠物路线走，但我对猫狗非常过敏。

[04:13] I love cats and dogs, but it means that now I own leopard geckos.
  我爱猫狗，但这意味着我现在养了豹纹守宫。

[04:15] And so I have a leopard gecko named Mika who is behind me in her tank.
  所以我有一只名叫米卡的豹纹守宫，它在我身后的水箱里。

[04:20] Um and yeah, so keeping in with the theme.
  嗯，是的，所以继续这个主题。

[04:24] Very fun.
  非常有趣。

[04:24] I would love to pet your gecko.
  我很想摸摸你的守宫。

[04:28] Um well, awesome.
  嗯，好吧，太棒了。

[04:28] Um okay.
  嗯，好的。

[04:32] Well, and we're going to talk very quickly about this colleges that our friends are from.
  嗯，我们将很快谈谈我们的朋友来自的这些大学。

[04:38] And um let's see, put this PowerPoint back up.
  然后，嗯，让我们看看，把这个PowerPoint放上来。

[04:42] So, Libby, go ahead and share.
  所以，莉比，请分享。

[04:46] Awesome.
  太棒了。

[04:46] So, yes, we're we're back in Brunswick, Maine.
  是的，我们回到了缅因州布伦瑞克。

[04:49] Um, so yes, I um am here to talk about Bowden College, which is a small liberal arts college of around 1,900 undergraduate students located in Brunswick, Maine.
  嗯，是的，我在这里谈论鲍登学院，这是一所位于缅因州布伦瑞克的小型文理学院，约有1900名本科生。

[05:01] I always emphasize as a small liberal arts college, we are just an undergraduate institution.
  我总是强调，作为一所小型文理学院，我们只是一所本科院校。

[05:05] We have no graduate programs or graduate students on campus.
  我们没有研究生课程，校园里也没有研究生。

[05:09] which means that all of the resources of Bowden are dedicated to the undergraduate.
  这意味着鲍登的所有资源都致力于本科生。

[05:17] About 11% of our students have an international background.
  我们约有11%的学生拥有国际背景。

[05:19] So that includes both F1 visa holders but also US citizens who may have been educated abroad.
  这包括持有F1签证的人，也包括可能在国外接受过教育的美国公民。

[05:28] Of just F1 visa holders, we sit around 7%.
  仅就F1签证持有者而言，我们大约占7%。

[05:31] We have over 40 majors and minors.
  我们有40多个主修和辅修专业。

[05:35] Um, some of our more popular majors in no particular order, government and legal studies, economics, um, biology, English, history, uh, psychology, neuroscience.
  我们一些比较受欢迎的专业，排名不分先后，包括政府和法律研究、经济学、生物学、英语、历史、心理学、神经科学。

[05:45] I always say, uh, we're all over the place in the best way, in a true liberal arts college way.
  我总是说，我们以最好的方式，以一所真正的文理学院的方式，遍布各个领域。

[05:51] Our students are really interested in engaging across the curriculum.
  我们的学生对跨学科的学习非常感兴趣。

[05:55] And about 50% of our students will double major, which means that they are choosing more than one major in their second year, which is when you're required to finally decide what you want to study.
  大约有50%的学生会选择双专业，这意味着他们在二年级选择一个以上的专业，而二年级正是你必须最终决定你想学什么的时候。

[06:03] Um, our location in Maine, which is in the top northeast corner of the United States, um, is a big part of
  我们位于缅因州的地理位置，它在美国的东北角，是...

[06:11] Our um, kind of culture at Bowden and Brunswick is located right along the coast.
  我们鲍登和布伦瑞克的那种文化就在海岸边。

[06:16] So, we're about 20 minutes from the ocean.
  所以，我们离海边大约20分钟路程。

[06:18] We're 20 minutes from state parks um and about two hours from a national park which makes it really easy to do academic research outside but also to engage um for hiking um skiing.
  我们离州立公园大约20分钟路程，离国家公园大约两小时路程，这使得在户外进行学术研究非常容易，同时也方便进行徒步和滑雪等活动。

[06:30] We get a wonderful winter in Maine.
  我们在缅因州能度过一个美好的冬天。

[06:33] So really kind of outdoor recreation and academic exploration are a huge part of the um experiential um opportunities available to Bowden students.
  所以，户外娱乐和学术探索是鲍登学生可以获得的大量体验式机会的重要组成部分。

[06:42] You'll hear a lot about the common good at Bowden, um, which was really just a commitment to thinking about how your education can ultimately be in service of others and benefiting um, locally, nationally, internationally, bettering spaces around you.
  你会经常听到鲍登的‘共同利益’，这实际上是一种承诺，思考你的教育最终如何能服务于他人，并造福于你周围的本地、国家和国际社区。

[06:57] So, we have the McKeen Center for the Common Good at Bowden um because uh, Joseph McKeen was um, our our first president who talked about this commitment to the common good.
  所以，我们有鲍登的麦基恩共同利益中心，因为约瑟夫·麦基恩是我们第一任校长，他谈到了这种对共同利益的承诺。

[07:08] So, it's helping, it's a center committed to helping students think about practical
  所以，它正在帮助，这是一个致力于帮助学生思考实践的中心

[07:12] applications um for your um majors, for kind of your area of study, for your ultimate career goals.
  申请，嗯，为了你的嗯专业，为了你学习的领域，为了你最终的职业目标。

[07:20] It's volunteerism, it's fellowships, it's thinking about bringing kind of your knowledge um and sharing it with the world.
  它是志愿服务，它是奖学金，它是思考如何将你的知识嗯并与世界分享。

[07:26] So, um if you are kind of someone who's thinking about um initiatives larger than yourself, um the McKeen Center could be an awesome place for you to to land.
  所以，嗯，如果你是那种考虑比自身更宏大的嗯倡议的人，嗯，麦基恩中心可能是你登陆的绝佳之地。

[07:34] I always like to emphasize um in terms of student aid at Bowden, we are need blind for all applicants regardless of citizenship, which means that we are not looking in the admissions process whether you and your family have indicated you're applying for financial aid.
  我总是喜欢强调，嗯，在鲍登的学生资助方面，我们对所有申请者都实行不考虑经济状况的原则，无论其国籍如何，这意味着我们在录取过程中不会考虑你和你的家人是否已表明正在申请经济援助。

[07:52] That is not a consideration in our admissions decision-making process.
  这在我们的录取决策过程中不是一个考虑因素。

[07:53] If admitted, we meet 100% of a student and their family's uh determined need, and we meet that need with grants and not loans.
  如果被录取，我们将满足学生及其家庭百分之百的嗯已确定的需求，并且我们通过赠款而非贷款来满足这一需求。

[08:01] So, that's money you do not have to pay back to Bowden.
  所以，这是你不需要还给鲍登的钱。

[08:05] Um, and this is our fourth year of the digital excellence commitment which gets wrapped up into student aid, but that means that all
  嗯，这是我们数字卓越承诺的第四年，该承诺被纳入学生资助，但这意味着所有

[08:13] Incoming students receive a new MacBook, iPad, and an Apple Pencil to make sure that all students are are squarely um in the technological age with us and able to participate fully in the life of the institution.
  新生们会收到一台新的MacBook、一台iPad和一个Apple Pencil，以确保所有学生都能真正地处于技术时代，并能充分参与到学院生活中。

[08:25] Um, my final note, um, a wonderful, um, gift from Reed Hastings, who is the co-founder of Netflix.
  嗯，我的最后一点，嗯，是来自Netflix联合创始人里德·哈斯廷斯的一份很棒的礼物。

[08:33] He is a Bowden alumni.
  他是鲍登的校友。

[08:35] Um, and in the past couple months, he, um, recently donated a pretty significant amount of money to Bowden to start the Hastings Initiative for AI and humanity.
  嗯，在过去的几个月里，他，嗯，最近向鲍登捐赠了一笔相当可观的钱，用于启动哈斯廷斯人工智能与人文学科倡议。

[08:44] Um, artificial intelligence is here.
  嗯，人工智能已经到来。

[08:47] Um, we are we're using it.
  嗯，我们正在使用它。

[08:50] Um, and we're trying to think as a small liberal arts college about ways to use it um, ethically um, and to think about kind of the humanistic lens for artificial intelligence.
  嗯，我们正努力思考，作为一个小型文理学院，如何合乎道德地使用它，并从人文学科的角度来思考人工智能。

[09:00] So, we're really grateful to Reed Hastings for for giving that money to Bowden to kind of spearhead initiatives in the smaller arts college space for thinking about using artificial intelligence um, in ethical ways.
  所以，我们非常感谢里德·哈斯廷斯将这笔钱捐给鲍登，以在小型艺术学院领域带头发起关于如何合乎道德地使用人工智能的倡议。

[09:12] So, we're excited about
  所以，我们对此感到兴奋

[09:14] that. Um, and happy to talk more about Bowden, but um, I also want to talk about the admissions process.
  是的。嗯，很高兴能多谈谈鲍登，但我还想谈谈招生过程。

[09:21] So let's pass it on to my colleagues and get going.
  所以，让我们把它交给我的同事们，开始吧。

[09:26] Right. Well, hello again everybody.
  好的。大家好，再次问好。

[09:28] Uh so uh let me tell you a little bit about Carnegie Melon University.
  呃，所以，呃，让我来告诉你们一些关于卡内基梅隆大学的事情。

[09:32] Uh Carnegie Melon is a medium-siz private research university.
  呃，卡内基梅隆是一所中等规模的私立研究型大学。

[09:35] Our uh undergraduate student population is approximately 7,500 students.
  我们的呃，本科生人数约为7500人。

[09:40] Uh about 15,000 students overall uh if you include our our graduate and PhD populations.
  呃，总共约有15000名学生，呃，如果你包括我们的研究生和博士生的话。

[09:45] Uh the university uh brings in a an incoming first year class of about 1,750 uh or so students each year.
  呃，大学，呃，每年招收约1750名呃，左右的新生。

[09:54] Uh and our undergraduate uh student population varies between 15 to 20% uh international in each of our our incoming classes.
  呃，我们本科生，呃，学生中，在我们的每一届新生中，国际学生的比例在15%到20%之间。

[10:04] The university uh has seven distinct colleges uh in no particular order.
  大学，呃，有七个不同的学院，呃，排名不分先后。

[10:10] Those colleges include uh our school of computer science, our
  这些学院包括，呃，我们的计算机科学学院，我们的

[10:14] College of Engineering, the Mellon College of Science, the Ter School of Business, the Hines College which uh offers programs in public policy and information systems, the Dietrich College which is home to our humanities and social sciences and our college of fine arts which uh offers both visual and performing arts programs.
  工程学院、梅隆科学学院、特尔商学院、海恩斯学院，提供公共政策和信息系统方面的课程，迪特里希学院，我们的人文和社会科学学院，以及美术学院，提供视觉和表演艺术课程。

[10:36] Uh with these seven distinct colleges, Carnegie Mellon is a a very broad place.
  呃，拥有这七个独立的学院，卡内基梅隆是一个非常广泛的地方。

[10:38] We have uh programs from a a BFA in musical theater that is uh the United States oldest theater uh uh conservatory uh to very technical degrees uh over 75 different majors and 90 different minors and a lot of innovative opportunities for you to explore uh across these colleges.
  我们有呃，从音乐剧表演BFA，这是呃，美国最古老的戏剧呃呃音乐学院，到非常技术性的学位，呃，超过75个不同的专业和90个不同的辅修专业，以及大量的创新机会供你在这些学院探索。

[10:59] So whether you're looking at a minor or an additional major which about 50 uh and 20% of our students respectively do uh or you're looking for innovative electives in fields like animation or sound design or learning
  所以，无论你是考虑辅修专业还是第二专业，我们分别有大约50%呃和20%的学生这样做，或者你在寻找动画或声音设计等领域的创新选修课，或者学习

[11:15] media Carnegie Melon uh could could be a good place uh for you.
  卡内基梅隆媒体，嗯，可能是个适合你的好地方。

[11:20] Uh you'll find that we're located in the city of Pittsburgh, Pennsylvania.
  嗯，你会发现我们位于宾夕法尼亚州匹兹堡市。

[11:25] Uh we are an urban campus just a couple of miles from the downtown neighborhood.
  嗯，我们是一个城市校区，距离市中心街区只有几英里。

[11:29] Uh but we do have a couple hundred acres.
  嗯，但我们确实有几百英亩的面积。

[11:31] So you're going to find a lot of green space on our campus that supports uh about 300 studentled uh uh organizations uh 19 division 3 varsity sports and some really amazing uh traditions that that bring our our community uh together throughout the year.
  所以你会发现我们的校园里有很多绿地，支持着大约300个学生领导的组织，19个第三组大学体育项目，以及一些真正令人惊叹的传统，这些传统贯穿全年将我们的社区凝聚在一起。

[11:46] Um so thanks for this uh moment to to introduce the university and and looking forward uh to to chatting with you a little bit about the application process in a few moments.
  嗯，所以感谢您抽出宝贵时间介绍大学，并期待在稍后与您聊聊申请流程。

[11:58] Awesome. Thank you.
  太棒了。谢谢。

[11:58] Um, and last but not least, Grenell College.
  嗯，最后但同样重要的是，格林内尔学院。

[12:01] So, if you have not heard of Grenell, we are a small private liberal arts and sciences college based in Iowa.
  所以，如果你没听说过格林内尔，我们是一所位于爱荷华州的小型私立文理学院。

[12:07] Uh, and we're in a small town.
  嗯，我们坐落在一个小镇上。

[12:10] So, we are definitely not a metropolitan campus, but it helps us really emphasize the idea of community
  所以，我们绝对不是一个大都市校区，但这有助于我们真正强调社区理念。

[12:16] togetherness and really knowing the people who are both at the school with you, but also living in this town.
  团结，并且真正了解与你在同一所学校、同时也居住在这个城镇的人们。

[12:19] You get to know the professors.
  你认识教授们。

[12:22] You get to know the staff on a very different level being in such a small community.
  在一个如此小的社区里，你对教职员工的了解会达到一个非常不同的层面。

[12:25] We're also known for being an incredibly international campus with 20% of our students not holding US citizenship.
  我们还以拥有一个极其国际化的校园而闻名，20%的学生不持有美国公民身份。

[12:29] We have all 50 US states, over 85 citizenships represented on our campus, and US News has ranked us in the top 10 most international liberal arts and sciences colleges in the United States.
  我们拥有来自美国所有50个州的学生，校园里有85个以上的国籍代表，美国新闻周刊将我们评为美国国际化程度最高的十大文理学院之一。

[12:46] The big difference between us and other liberal arts and sciences colleges is the fact that we have something called an open curriculum.
  我们与其他文理学院最大的区别在于我们拥有所谓的开放式课程。

[12:50] At Grenell, there is only one required class outside of the requirements of a student's major in order to graduate from the college.
  在格林内尔，除了学生专业要求外，只有一门必修课才能从学院毕业。

[12:55] At most institutions, you will have a list of courses, usually called a core curriculum or general education requirements, and those will basically be things that you must complete in order to get your degree on top of your major as well.
  在大多数机构，你会有课程列表，通常称为核心课程或通识教育要求，这些基本上是你除了专业课之外，为了获得学位必须完成的课程。

[13:13] Those core classes might
  那些核心课程可能

[13:22] not be required of your major or even related to your major.
  不要求你的专业，甚至与你的专业无关。

[13:25] And so, at Grenell, we wanted to make sure students could focus on what they love.
  因此，在格林内尔，我们希望确保学生能够专注于他们热爱的事物。

[13:28] That's why there is only one required class.
  这就是为什么只有一门必修课。

[13:32] It is a writing and reading intensive course that prepares students with the skills that they need to be successful as a student at Grenell.
  这是一门写作和阅读强化课程，为学生在格林内尔作为一名学生取得成功所需的技能做准备。

[13:38] But outside of that class, students can take what they want.
  但在该课程之外，学生可以学习他们想学的任何内容。

[13:43] It's the reason that almost well actually now over a third of students double major at Grenell College and often in completely unrelated departments like physics and music or computer science and studio art.
  这就是为什么几乎，嗯，实际上现在有超过三分之一的学生在格林内尔学院双专业，而且常常是完全不相关的专业，比如物理和音乐，或者计算机科学和美术。

[13:54] It's also the reason that students are able to have so much flexibility and get clarity within the curriculum.
  这也是为什么学生能够在课程中获得如此大的灵活性和清晰度。

[14:01] And so that's why we always like to talk about this difference of this open, individually advised, flexible curriculum.
  因此，这就是为什么我们总是喜欢谈论这种开放的、个性化指导的、灵活的课程的区别。

[14:09] And the last big thing I always like to mention is just at Cornell, we are a school that really emphasizes again individualization of every student.
  最后我想说的一件大事是，在康奈尔，我们是一所真正再次强调每个学生个性化的学校。

[14:17] Every student starts from day one with three adviserss.
  每个学生从第一天起就有三位导师。

[14:19] You get an
  你得到一个

[14:20] academic adviser who is a professor.
  学术导师是一位教授。

[14:22] You get a career adviser from day one who's going to help prepare you for post-graduate success, whether that's grad school, whether that's getting a job.
  从第一天起，你就会有一位职业顾问，他将帮助你为研究生毕业后的成功做好准备，无论是读研究生院，还是找工作。

[14:31] They're going to help you throughout your journey with achieving internships and research opportunities that'll help you get that graduate success, post-graduate success.
  他们将在你整个旅程中帮助你获得实习和研究机会，这将有助于你取得研究生毕业后的成功。

[14:39] And then you also start off with a student life adviser.
  然后，你还会有一位学生生活顾问。

[14:42] And as an international student, you actually get two of those student life adviserss.
  作为一名国际学生，你实际上会得到两位这样的学生生活顾问。

[14:46] So, one will be someone who lives in your dorm and one will be an older international student who will work with you and just make sure that you have someone you can go to with your questions.
  所以，一位将是住在你宿舍里的人，另一位将是一位年长的国际学生，他将与你一起工作，并确保你有人可以咨询你的问题。

[14:57] We understand that going to college, no matter how prepared you feel you are, is a huge transition, especially when you're far from home.
  我们理解上大学，无论你觉得自己多么有准备，都是一个巨大的转变，尤其是在离家很远的时候。

[15:06] And so through these student life adviserss, your career adviser, and your academic adviser, you have people looking out for you academically, socially, and on the post-graduate front to make sure that you're always supported and you're never alone.
  因此，通过这些学生生活顾问、你的职业顾问和你的学术顾问，有人在学术上、社交上以及研究生毕业后的发展方面为你着想，以确保你始终得到支持，并且你永远不会孤单。

[15:21] With that, I will pass it along to get started talking about the application process. Thank you.
  有了这个，我将把它交给开始讨论申请流程。谢谢。

[15:27] Awesome. Um, I'm going to put a quick poll up here because we want to know who you are, too.
  太棒了。嗯，我将在这里放一个快速的投票，因为我们也想知道你们是谁。

[15:32] So, go ahead and tell us who you are.
  所以，请继续告诉我们你们是谁。

[15:34] Um, and that will help us a little bit as we start this conversation.
  嗯，这将帮助我们一点点，当我们开始这次谈话。

[15:38] I'm going to pass it on um very soon to my friend Chris um when we get started with our activity.
  我很快就会把它交给我的朋友克里斯，当我们开始我们的活动时。

[15:45] And for those of you who haven't gotten the materials yet, I'm putting a link in the chat.
  对于那些还没有拿到材料的你们，我正在聊天中放一个链接。

[15:50] You are able to access the um our case study um uh through that link.
  你们可以通过那个链接访问我们的案例研究。

[15:55] But before we dive in, the talk's name is the art of holistic review.
  但在我们深入之前，这次谈话的名称是整体审查的艺术。

[16:02] And I know that a lot of you who are on this journey, there's a, you know, right now we're still waiting for this poll, about a third of you are students.
  我知道你们中的许多人都在这条路上，你知道，现在我们还在等这个投票，你们大约有三分之一是学生。

[16:11] Um, and you may or may not have heard this term holistic review as you think about applications.
  嗯，当你们考虑申请时，你们可能听说过“整体审查”这个词，也可能没听说过。

[16:18] So, we just wanted to really quickly kind of define what that
  所以，我们只是想非常快速地定义一下那个

[16:23] means. Um, it looks a little bit different in a lot of institutions.
  意味着。嗯，在许多机构中，它看起来有点不同。

[16:27] So, I'm glad that I have three different colleges here to kind of talk through this, but um but I always kind of put this puzzle piece up uh puzzle up.
  所以，我很高兴这里有三所不同的学院可以一起讨论这个问题，但我总是把这个拼图块，呃，拼图放上去。

[16:37] Um it's not a it's not the perfect um illustration of what holistic review is, but it does kind of um inform that it isn't just one piece um that determines whether or not someone gets into a college.
  嗯，它不是一个，它不是对整体审查的完美说明，但它确实能说明，它不仅仅是一块决定某人是否能进入大学的拼图。

[16:50] So, um, friends, would you like to give a little bit of color of what holistic review means in your offices?
  那么，嗯，朋友们，你们愿意稍微谈谈在你们办公室里，整体审查意味着什么吗？

[17:04] I'm happy to get started. I know I feel like we all just unmuted at the same time.
  我很乐意开始。我知道我觉得我们都同时解开了静音。

[17:08] Um, so I'll just get started a little bit.
  嗯，所以我就稍微开始吧。

[17:10] Um, yeah, I mean, holistic review, um, as Gloria mentioned, might look different, um, at each institution.
  嗯，是的，我的意思是，正如格洛丽亚提到的，整体审查，嗯，在每个机构可能看起来都不同。

[17:17] Maybe um we're looking at each of these pieces a little bit differently or even like looking at these pieces in a different order.
  也许我们正在以一种稍微不同的方式看待这些部分，或者甚至以不同的顺序看待这些部分。

[17:25] everything that you're seeing or should be seeing on your screen right now from the transcript to your letters of recommendation to any essays and extracurriculars you share with us, all of those matter in the application process just as much as the other pieces.
  您现在在屏幕上看到或应该看到的一切，从成绩单到推荐信，再到您与我们分享的任何论文和课外活动，所有这些在申请过程中都与其它部分同等重要。

[17:39] you know, transcript.
  你知道，成绩单。

[17:42] We want to make sure that you are academically prepared for our institutions, that you're going to jump in um and thrive in the classroom um and take advantage of all the academic opportunities um available at each of our institutions.
  我们希望确保您在学术上为我们的机构做好准备，您将能够融入并茁壮成长于课堂，并利用我们各机构提供的所有学术机会。

[17:53] But we also want to know that you're a good person.
  但我们也想知道您是一个好人。

[17:54] I always say just to kind of put it plainly, um are you kind?
  我总是直白地说，您善良吗？

[18:00] Um when you're done with your kind of problem set in class, do you turn to your peer and see if they need any help?
  当您完成课堂上的习题后，您会转向您的同学，看看他们是否需要任何帮助吗？

[18:07] Um what activities are you engaged with outside of school?
  您在学校之外还参与哪些活动？

[18:09] Do you like to make music with your friends?
  您喜欢和朋友一起做音乐吗？

[18:12] Are you, you know, playing a sport with your your friends as a hobby?
  您是作为一种爱好，和您的朋友一起玩运动吗？

[18:15] Do you like to read?
  您喜欢阅读吗？

[18:17] Those things all matter because you will be in school obviously in our institutions, but you'll also have a lot of free time to engage in Maine, in Pittsburgh, in Iowa.
  这些都很重要，因为您显然将在我们的机构中学习，但您也将有很多空闲时间参与缅因州、匹兹堡、爱荷华州。

[18:24] Like all of our
  就像我们所有的

[18:26] institutions have different things to offer.
  机构有不同的东西可以提供。

[18:27] So, we're looking at how are you going to jump into our institutions?
  所以，我们正在看你将如何进入我们的机构？

[18:32] And each of our institutions might be looking for something a little bit different because our cultures are different.
  而且我们的每个机构可能都在寻找一些略有不同的东西，因为我们的文化不同。

[18:36] what we have to offer is different.
  我们所能提供的不同。

[18:37] Um, so we're really trying to look at all these pieces to get a full sense for who you are so we can get a sense for who you'll be at our colleges.
  嗯，所以我们真的在努力审视所有这些方面，以全面了解你是谁，这样我们就能了解你在我们学校会成为谁。

[18:46] Um, but Justin or Grace, if you have other things to add.
  嗯，但是贾斯汀或格蕾丝，如果你有其他要补充的。

[18:51] No, Libby, I think that was a a really fantastic introduction to holistic review.
  不，莉比，我认为那是一个非常棒的整体评估介绍。

[18:55] I'll I'll just add that, you know, I always think of it as like a two-step process, right?
  我只想补充一点，你知道，我总是把它看作是一个两步过程，对吧？

[18:58] There are two keys that need to be turned.
  有两个钥匙需要被转动。

[19:03] The first is an academic key and and that's the the first components that that Libby mentioned, your transcript, your standardized testing, the courses you're taking.
  第一个是学术钥匙，那是莉比提到的第一个组成部分，你的成绩单，你的标准化考试，你正在上的课程。

[19:14] Uh and the second key is the one about community and and who you are and and who you would be to your classmate, your labmate, and your roommate.
  呃，第二个钥匙是关于社区的，以及你是谁，以及你将成为你的同学、你的实验室伙伴和你的室友。

[19:24] Uh and I think it's always important to think of it in in that way of of a two-step
  呃，我认为总是以那种两步的方式来思考它很重要

[19:27] process, right?
  过程，对吗？

[19:30] If you don't show academic admissibility or fit, community impact is is not going to be a reason that we would select a student absent that academic uh fit.
  如果你不表现出学术上的可录取性或契合度，社区影响将不会是我们选择学生的原因，除非有学术上的契合度。

[19:41] Or vice versa.
  反之亦然。

[19:41] A student that is stellar academically but is maybe not showing the the right community fit or potential uh uh for our campus uh would not be a student that we would ultimately select.
  一个在学术上很优秀但可能没有表现出适合我们校园的社区契合度或潜力的学生，将不会是我们最终选择的学生。

[19:53] So the holistic process is all about all these dis different pieces of information that funnel into these these two very important kind of parallel questions that that we're trying to answer.
  因此，整体过程就是将所有这些不同的信息汇集到我们试图回答的这两个非常重要且平行的关键问题中。

[20:07] I feel like you guys covered it really well.
  我觉得你们已经讲得很好了。

[20:09] Um and I definitely agree that at a baseline academically um that is where we start at and we are looking for not just good classmates but also good roommates, good teammates, you know.
  嗯，我绝对同意，在学术基础方面，嗯，那是我们开始的地方，我们不仅在寻找好的同学，还有好的室友、好的队友，你知道的。

[20:21] And I think it's important to remember that this process is all designed to look at you as a whole human being.
  而且我认为记住这一点很重要，这个过程是为了让你作为一个完整的人来被审视。

[20:25] Not just
  不仅仅是

[20:28] your grades, but your grades are very

[20:30] important. Everything counts and it does

[20:32] start at that baseline if we need to

[20:34] make sure cuz it's it's not uh it's a

[20:36] disservice to a student to accept

[20:38] someone who cannot succeed at our

[20:41] institutions. But then it goes beyond

[20:43] that because we are selective

[20:45] institutions, especially the ones

[20:46] represented here today. And so it isn't

[20:49] just baseline. It's more than that. It's

[20:51] these other elements that tell us how

[20:53] will you fit. Uh and so I think yeah,

[20:56] Libby and Justin did a really good job

[20:59] encapsulating that.

[21:02] Wonderful. Um, and we're not going to

[21:05] spend tons of time on this, but just for

[21:08] people's benefit, like a lot of times

[21:11] when we do our college applications, we

[21:13] just kind of send them out and then we

[21:15] think there's just this like magic thing

[21:17] that happens and then boom, you get you

[21:20] get a decision. And so I just wanted to

[21:23] put this up here. I know that offices

[21:25] have different ways to handle it, but

[21:27] often we hear these terms readers and

[21:29] committee. And so if y'all could just

[21:31] real briefly describe what the process

[21:34] is like in your office, just real brief

[21:38] and people can ask more questions about

[21:40] that later.

[21:44] We practice at Carnegie Melon what you

[21:46] would call file review. So, it's a first

[21:48] reader, uh, perhaps a second reader, uh,

[21:51] and then there there's a a final

[21:53] committee that reviews the the scoring

[21:56] and the work of those readers in in

[21:58] ultimately selecting our our

[22:03] class. Bowden does um, engage with

[22:06] committee based evaluation, which means

[22:09] that two readers are looking at the same

[22:12] file at the same time. Um, so I will

[22:14] never be looking at a file by myself. um

[22:16] I will always be in conversation with

[22:18] someone um kind of depending upon where

[22:20] where the file is in the world. So I

[22:22] always say I read um for students who go

[22:25] to school in Asia. So I will be looking

[22:27] at the academic pieces there primarily

[22:29] and what the kind of recommendations

[22:31] usually have to say and then my uh

[22:34] colleague will be looking at the

[22:35] personal statement the extracurriculars

[22:37] also helping me with the recommendations

[22:39] and then we come together to talk about

[22:41] it and send it along to

[22:44] committee and we do kind of a mix of

[22:46] both but primarily uh the first reader

[22:49] and the second reader process that uh

[22:51] Justin described is what Grenell College

[22:54] follows. Um, but there are some

[22:55] situations where we'll do committee

[22:56] based evaluation, which is all to say,

[22:59] isn't this so confusing? And I'm really

[23:00] sorry, but just know that there are

[23:02] always going to be multiple people

[23:03] looking at your file. It's never just

[23:06] one person in a silo. And that allows

[23:09] for more diverse perspectives as they

[23:11] are reviewing your file. Um, to be able

[23:14] to come to that conclusion on whether or

[23:16] not a student is admitted. It's never

[23:18] just one person making this decision.

[23:20] And in all of our cases, it does result

[23:23] in uh this final decision as a committee

[23:27] or as a group.

[23:30] Awesome. Okay. So, now you have some

[23:33] background. Now you have some thoughts

[23:34] on how review or application review

[23:38] might happen at an institution. And

[23:40] Chris is going to get us started on our

[23:43] activity. Um so make sure you have your

[23:46] materials out.

[23:48] Great. Thank you, Gloria. And um thank

[23:51] you especially to Libby Grace and Justin

[23:54] for joining us and participating. I

[23:55] would say too in in the holistic review

[23:58] process um individual admissions

[24:02] officers are reading for an institution

[24:05] which is to say they are representing as

[24:08] professionals the institutional

[24:10] interests um as defined by their college

[24:14] or university. So, you know, sometimes

[24:15] I'll I'll have a student come to me

[24:17] maybe tomorrow and be like, "Well,

[24:18] Chris, do you think I should start

[24:20] gardening if I really want to go to

[24:21] Bowden or I should, you know, practice

[24:23] karate to get into Carnegie Melon." And

[24:25] as as much as any of our friends or

[24:27] Grace would be tickled to know someone

[24:29] has a gecko, that is not, you know, the

[24:32] priority in in how admissions officers

[24:34] see and understand students. So, um,

[24:37] today I I'm happy to be moonlighting as

[24:40] the dean of admissions at Red Brick

[24:42] University. Um ideally you have seen uh

[24:46] the profile um and have a bit of an

[24:49] understanding about the scope and values

[24:52] of our institution. So uh we are a

[24:56] private institution the liberal arts and

[24:58] sciences university uh with additional

[25:01] programs um in architecture, engineering

[25:04] and computer science. Um and this

[25:06] institution really looks at using

[25:08] rigorous academic inquiry to help people

[25:11] solve real world problems for the

[25:13] benefit of humanity. Um our focus and

[25:16] our readers priorities is thinking about

[25:19] students who are going to engage in

[25:22] seminar style discussion-based learning.

[25:25] Um, so Gloria, if we can go to the next

[25:27] slide, uh, this will give us a bit of an

[25:31] understanding of how our previous

[25:33] admitted class has looked here at Red

[25:36] Brick. So, we're a highly selective

[25:39] institution. Uh, we take about half of

[25:41] our students through um, early decision

[25:46] and we are uh, very fortunate to be

[25:49] completely need blind in the admissions

[25:51] process. So when our admissions officers

[25:53] are reviewing cases today, uh financial

[25:56] need will not be a priority. Um while we

[26:00] are test optional, we do have fairly

[26:02] high standardized test scores. Um I

[26:06] would also say that for our committee

[26:09] simulation,

[26:10] um a couple of important things to note.

[26:13] Uh never ever does a college or

[26:15] university only have three applicants.

[26:18] uh we have three applicants in this case

[26:21] for for expediency and and for um having

[26:25] a conversation. Um in this scenario, we

[26:28] we could imagine that we're getting down

[26:30] to the wire. Uh we're just shaping our

[26:33] class and we have found that we have

[26:36] space for one additional applicant. Uh

[26:39] so we have three excellent students uh

[26:42] who will be reviewed. Uh the task of our

[26:46] admissions committee uh will be to

[26:48] accept one of our students. We will be

[26:50] offering another student a place on the

[26:53] wait list. Um and then a third student

[26:56] unfortunately will not be denied. Uh so

[27:01] uh we just saw a comment um pop up and

[27:05] so as as the red brick dean I will

[27:07] answer this question. Um, I think as our

[27:10] guest said, uh, there there isn't a

[27:12] specific order of importance, although

[27:15] academics obviously is first and

[27:17] foremost. I I like to say when I talk to

[27:19] students, your academic credentials,

[27:22] your transcripts, the rigor of your

[27:24] courses, it's a bit like your skeleton,

[27:26] right? You need to have strong inner

[27:29] strength in order to be successful at a

[27:32] highly selective institution. However,

[27:34] if we were to look at an X-ray, you

[27:37] know, if you had a an X-ray of me and an

[27:40] X-ray of Justin, unless you were a

[27:41] trained radiologist, you probably

[27:43] wouldn't be able to tell too much about

[27:45] us in terms of then trying to get a

[27:48] picture of who someone is, that sense of

[27:51] their activity, how they use their time,

[27:54] the way they build community, how they

[27:56] engage with their peers, who they are as

[27:59] a person. That's what we'll be trying to

[28:01] understand in this review process. First

[28:03] and foremost, are they academically

[28:06] exceptional? Will they thrive in a

[28:08] demanding academic environment? And then

[28:11] based upon that, how will they

[28:13] contribute? How will they use the

[28:15] resources of our institution? Because at

[28:18] Red Brick, we're very fortunate to have

[28:20] tremendous resources that empower

[28:22] students and allow them to do good in

[28:24] the world. So we want to find students

[28:26] who are going to utilize those

[28:29] resources, engage with peers, engage

[28:31] with faculty and make the most of their

[28:34] education. So that's how Red Brick will

[28:36] be conducting the um review process. Um

[28:42] one other question perhaps is about any

[28:44] sort of minimum GPA requirements. Um in

[28:48] the answer is no. However, you can see

[28:52] based on the profile that on average

[28:56] students have been very successful in

[28:58] their academic experiences. So, we will

[29:02] see I think usefully in our conversation

[29:05] based on the profile of these

[29:07] applicants grades are viewed. I

[29:10] sometimes have conversations with our

[29:12] faculty about grades and what they

[29:14] represent. If a student makes enormous

[29:17] improvement in a challenging class, they

[29:19] perhaps should be rewarded differently

[29:21] than a student who is not put in

[29:24] additional effort over the course of the

[29:26] semester. There again is how teacher

[29:28] recommendations, for example, can really

[29:30] bring to life how a student works in a

[29:34] classroom, how they engage with their

[29:36] learning. So um I think Gloria could we

[29:39] perhaps zoom over to the initial

[29:43] profiles and I think we'll let our

[29:45] admissions committee present. So the

[29:47] structure for this evening will be the

[29:49] three candidates will be presented.

[29:51] We'll have a chance for you as an

[29:53] audience to engage in a poll, share your

[29:56] opinions. Then we'll have a little bit

[29:57] of discussion amongst our participants

[29:59] and see where they might weigh in.

[30:04] Great. So we are jumping right in with

[30:06] our first applicant. We've got uh Fared

[30:08] Ahmed at Tunis Global Academy. Um basic

[30:13] kind of information. Um they're male

[30:15] identifying um of South Sudin, excuse

[30:18] me, nationality and their intended

[30:21] majors right now are economics and

[30:23] political science. So initially, you

[30:26] know, I'm thinking good fit for a

[30:28] liberal arts college. You know, thinking

[30:29] critically about the, you know,

[30:31] economics and political science match

[30:33] there.

[30:34] um academically the pieces that we're

[30:37] looking at and that's I will say usually

[30:39] what I jump to initially when I'm

[30:40] looking at an application. So in looking

[30:43] at the transcript you'll see their first

[30:46] year is just classes with a P next to

[30:48] it. So we just have um kind of passing

[30:52] grades as they transitioned from school

[30:54] in a refugee camp um which the counselor

[30:56] helpfully gives us context for and then

[30:59] they transition to Tunis Global Academy.

[31:01] That first year at Tunis Global Academy

[31:04] in 10th you'll see is a little bit

[31:05] bumpier. Um they've got a couple C's um

[31:08] one B and then three A's. So a mix but

[31:12] then once they transition fully to the

[31:14] ALE curriculum in 11th and we are given

[31:18] the predicted ALE scores of an A star

[31:21] two A's and one B. They're doing really

[31:25] well. Um, and actually as Grace

[31:26] mentioned and Justin um kind of uh added

[31:30] to in the Q&A, that upward trend is

[31:33] really great to see um and really

[31:34] helpful for us to see that, you know,

[31:36] once they kind of get their their

[31:38] bearings at our institutions um they

[31:41] they might take off. And the counselor

[31:43] again gives us really helpful context

[31:44] that the school in the refugee camp, the

[31:46] rigor at Tunis Global Academy was very

[31:48] different. Um, and adjusting to kind of

[31:51] cultural life um, at this new

[31:53] institution um, kind of added to a lot.

[31:56] So, I'll also note taking four A levels,

[31:59] we see most students taking three. So,

[32:02] the fact that they're taking four is is

[32:04] is nice to see. And then um while we're

[32:06] test optional, we do have a total of 103

[32:09] um which is um usually above the

[32:11] baseline of 100 that most institutions

[32:14] are looking for. So 103 um is nice to

[32:16] see. Um in terms of

[32:18] extracurriculars and engagement and the

[32:21] personal statement, I always note

[32:24] significant family responsibility. Um

[32:26] they do note that they are child care

[32:28] support for three younger siblings all

[32:31] year for 15 hours a week. Um, and then

[32:34] they have uh two part-time jobs, but one

[32:37] of them is full-time during breaks. Um,

[32:39] and that is helpful to know what they're

[32:41] balancing on top of school work and on

[32:43] top of family responsibility. So, then

[32:45] I'm also impressed that they um are a

[32:47] co- captain of the soccer club in 11th.

[32:50] Um, they're a lead actor in theater. Um,

[32:52] they enjoy reading periodicals on

[32:54] international affairs, which matches

[32:56] with their interests. And then this

[32:58] migrant community support um work that

[33:00] they're doing um providing resources for

[33:02] displaced people in Tunis. That's where

[33:05] there's a lot of empathy um and kind of

[33:07] community connection to me. So I'm

[33:08] really impressed by what they've been

[33:10] able to engage with um in their kind of

[33:12] new community. Um personal statement, a

[33:16] lot of intellectual curiosity um and

[33:18] again just showing a lot of empathy

[33:20] thinking about kind of their own lived

[33:21] experience and the lived experience that

[33:23] they um see in their work. um I believe

[33:26] that's the four seasons um hotel and

[33:30] just thinking about um kind of using

[33:32] their knowledge um and finding ways I

[33:35] found the line you know I want to find

[33:37] ways that prosperity will lift the many

[33:39] and continue to propel greater fortune

[33:40] for the world and thinking about how

[33:42] they're just gaining knowledge um to

[33:46] kind of benefit and kind of continue to

[33:49] um kind of grow the world around them.

[33:51] So those kind of ideals um feel like a

[33:54] really good fit also for um Redbrick

[33:57] University that has this multi-billion

[33:59] dollar center for global and

[34:01] environmental studies coming. So it

[34:02] could be again a really nice match for

[34:04] us. Um and then finally the council

[34:06] recommendation just really emphasized

[34:09] impressive resilience, motivation, and

[34:11] strength of character. The community has

[34:13] really gotten behind him. Um and they

[34:15] also again just emphasize yes the

[34:17] transition to Tunis Global Academy was a

[34:19] little bumpy but they're naturally

[34:22] smart. Um they are you know putting

[34:25] their nose to the grindstone as we say

[34:27] and really um doing the work and showing

[34:29] that they are a good community member

[34:31] jumping into theater um and they're

[34:34] excited um to be kind of fully

[34:36] participating in the life of the school.

[34:38] So they have no reservations um

[34:41] introducing us um to him and Redbrick

[34:44] Academy. Um so I will pass it along to

[34:47] our next

[34:50] applicant. All right. Let me uh

[34:52] introduce you to and give you a summary

[34:54] of the second candidate that you'll be

[34:56] considering today. Uh Maria is a student

[34:59] at American Foundation School in Rio de

[35:01] Janeiro. Uh Maria is female identifying

[35:04] and of both Brazilian and French

[35:07] heritage and is considering uh majoring

[35:10] in the fields of sociology and

[35:12] literature. So again showing some good

[35:14] academic interest and fit uh for an

[35:18] institution like Redbrick. Digging into

[35:20] Maria's academic background, Maria is

[35:22] attending an IB school. Uh is taking

[35:25] higher level courses in literature,

[35:27] global politics, uh and environmental

[35:30] science. Uh I do make note there that

[35:33] that the uh the rigor in literature in

[35:35] global politics is uh really appropriate

[35:39] to those intended majors of sociology

[35:41] and literature. So we're we're seeing uh

[35:45] some consistency, some academic fit

[35:47] there is predicting a a pretty strong uh

[35:50] uh final result of a 41 uh for the IB.

[35:54] Uh and digging a little deeper, I

[35:55] included a snapshot of of a piece of the

[35:58] transcript here. you see that some of

[36:00] Maria's strongest results are coming in

[36:03] courses uh like literature, English, uh

[36:07] some of the fields that are most closely

[36:09] related to that intended uh uh area of

[36:11] study. So again, reinforcing the the fit

[36:14] that I I see for the field. Uh Maria's

[36:17] taken the IELTS uh to demonstrate

[36:19] language proficiency and scored a 7.5.

[36:22] uh again I I would assume uh fulfilling

[36:25] the requirements for an institution like

[36:27] Redbrick uh a 7.5 for for most

[36:30] institutions that are following the

[36:31] common European framework uh guidance

[36:33] will fulfill an an academic language

[36:36] proficiency requirement. Uh Maria

[36:38] outside of the classroom as I start

[36:40] thinking about what kind of a a

[36:42] roommate, a labmate, a classmate they

[36:44] might be uh I see some themes uh in

[36:47] Maria's engagement outside of the

[36:49] classroom. Maria is an advocate uh and

[36:53] Maria uh cons has shared a lot of of

[36:57] pro-social motivation care for others in

[36:59] in their community. Maria has also been

[37:02] a leader. Uh I see a lot of sustained

[37:04] involvement uh and growing uh roles and

[37:07] responsibility within those

[37:08] organizations.

[37:10] uh pulled out a little bit of

[37:11] information uh from the essay here uh

[37:14] which focused on some advocacy work uh

[37:16] within uh Rio uh and specifically some

[37:19] advocacy work that Maria had been doing

[37:21] uh with the sex worker community uh in

[37:24] their city uh and really shares about

[37:26] wanting to to give voice uh to a

[37:29] community uh again reinforcing those

[37:32] themes of advocacy and pro-social

[37:34] motivation. Uh finally, a couple of

[37:36] notes from the counselor uh

[37:38] recommendation. Uh Maria's uh very

[37:40] talented uh with languages, notes that

[37:42] that she's quadring uh quadrilingual

[37:45] uh and reinforces uh th those themes of

[37:48] of care for others in the community as

[37:50] well as Maria's maturity. I I noted that

[37:54] continued theme of advocacy of

[37:56] pro-social motivation because it it's

[37:58] always I I would say a positive when you

[38:01] see that consistency uh across different

[38:04] materials, different aspects of an

[38:06] application to really getting that that

[38:08] sense of of who uh a student might be in

[38:11] in our community. So I I think we have a

[38:13] pretty strong sense of who Maria uh

[38:15] might be within the red brick community.

[38:17] So, thank you and I'll pass it off for

[38:19] our third and final candidate.

[38:22] Awesome. Thank you. Um, so we have

[38:25] Betty, last but not least. And so, Betty

[38:28] is a female identifying student

[38:30] attending Shanghai Chinese American

[38:31] International School. Uh, and is a

[38:34] Chinese national who is interested in

[38:36] finance, business, physics, and

[38:38] computational mathematics. So, uh, she

[38:41] is the most STEMI of our three

[38:43] applicants that we're seeing. Um, but

[38:46] again remembering our profile that

[38:48] Redbrick does have engineering and a

[38:50] strong computer science program and

[38:52] things like that. So just something to

[38:53] keep in mind when it comes to Betty. Uh,

[38:57] academically she's a superstar as we

[39:00] would call uh, this kind of student. So

[39:03] she's in the AP curriculum. She's taking

[39:05] 15 APs and she is an AP diploma

[39:08] candidate with scores of fours and fives

[39:10] on her self-reported exams. She has A's

[39:13] and A minuses, only one B+ and that was

[39:16] in ninth grade. An upward trend from

[39:18] that B+ and some more A minuses too in

[39:21] the last year almost all straight A's.

[39:24] So that upward trend again is something

[39:26] we love to see. And she also has a

[39:28] strong SAT score of a 1550. Uh again you

[39:32] can see her competency especially in

[39:34] mathematics at that 800 perfect score

[39:37] and a TOEFL of 112. So very good test

[39:41] taker, very good student. Uh and as you

[39:44] go through and read her file a little

[39:46] deeper, you can see that there are other

[39:48] pieces of her file that corroborate that

[39:50] strong academic focus.

[39:53] Extracurricularly, she does have a lot

[39:55] of STEM focused activities. You know,

[39:58] physics competition, summer research, a

[40:00] publication. Um she's been working with

[40:02] professors. She had a program at MIT.

[40:06] and she also uh kind of a hybrid of

[40:09] different things but she has this

[40:11] science program that she started uh

[40:13] that's peer tutoring um for basically

[40:16] women who are interested in STEM fields.

[40:19] So we are starting to see a little bit

[40:22] more of the personality and not just the

[40:24] career focused aspects through these

[40:25] extracurriculars because then we also

[40:27] get the sense of wow she loves music.

[40:30] She plays clarinet and cello. She's

[40:32] first chair in the orchestra and she is

[40:35] the co-organizer of a senior music

[40:37] organization that puts on shows in the

[40:39] local area and on campus and she also

[40:42] plays badman. Doesn't say she's a

[40:44] leader, but it's exciting to see that

[40:46] she's putting herself out there in

[40:47] different ways. In her personal

[40:50] statement, Betty definitely talks in a

[40:52] very creative artistic tone about how

[40:56] music and mathematics frame her life.

[40:59] Uh, and she's very proud of herself, but

[41:02] not in a way that feels overbearing and

[41:05] I think a very humble and understandably

[41:09] understatedly proud way. She's talking

[41:12] about how her, you know, the gender

[41:14] roles that she's been subjected to,

[41:17] especially in STEM fields that she's

[41:19] very interested in, have not held her

[41:22] back from success and in fact have

[41:24] inspired her to try to pave the way for

[41:26] other women who are interested in going

[41:28] into STEM fields. And then the counselor

[41:31] recommendation, last but not least,

[41:33] corroborates all of this by sort of

[41:35] bringing it home, calls her an academic

[41:37] superstar. she's in the most demanding

[41:39] curriculum available at the school, but

[41:42] also that she's independent, she's

[41:44] curious, she's a good person and human

[41:46] being. She challenges the status quo as

[41:48] a woman in STEM and then shares that

[41:50] love of STEM to other women. And she's

[41:54] not just a STEM student, even though

[41:56] that is what she wants to go into. She

[41:58] doesn't that is not at the loss of her

[42:01] love for music or other pieces of

[42:03] herself. She's excellent not just in

[42:06] STEM, as you can see from her

[42:07] transcripts, but also in the humanities,

[42:09] in the social sciences, and in the arts

[42:12] as well. So, altogether, um, in the

[42:15] gray, you can see I kind of did my

[42:17] little summaries of each part. Um, and

[42:19] so, normally we wouldn't speak for

[42:21] probably this long about one student,

[42:23] but hopefully that helps get you a

[42:26] better sense of each of these three

[42:28] applicants in a very short period of

[42:30] time.

[42:36] Okay. So, um, thank you for saying that,

[42:40] Grace. Like, usually when you guys are

[42:43] presenting committee, you're not giving

[42:45] as much context as you gave in this

[42:47] scenario, but it was really helpful to

[42:50] the counselors and parents and students

[42:51] that are on this call. So, we're going

[42:53] to do a quick vote. Um, and so you

[42:56] should be able to see it on your on if

[42:59] you're on Zoom, you should be able to

[43:00] see this vote. if you're on a different

[43:02] platform, feel free to chat somewhere

[43:06] um who you would like to admit. And I

[43:09] know like time passed, so you might have

[43:11] forgotten

[43:13] um applicants one and two, but you can

[43:16] you have your material, so you can kind

[43:18] of take a look as well and kind of

[43:20] consider and I give you like we've had

[43:23] 40% people have voted, so I'm going to

[43:25] give it another second. While we're

[43:27] doing that, um, while we're voting,

[43:31] uh, any kind of quick comments from our

[43:35] four panelists about things that you

[43:38] observed even while presenting the

[43:41] candidates and seeing some of the

[43:43] questions come in.

[43:45] One of the things I liked, Gloria, and I

[43:47] think it's nice for students to see, is

[43:49] that admissions officers are advocating

[43:52] for students, right? They have to make

[43:54] difficult decisions, but they're really

[43:57] looking for what brings the student

[43:59] alive, how they've shared their passion.

[44:02] You know, it's it's not about picking

[44:05] kids apart and trying to analyze the

[44:09] weak points, right? There is a real

[44:11] professional commitment to finding

[44:13] strengths and to sharing them and to

[44:15] having a productive discussion based on

[44:17] how they could potentially contribute to

[44:20] a college or university. And so I think

[44:22] we're fortunate to see that and even

[44:25] though difficult decisions need to be

[44:27] made um I think all of the professionals

[44:30] in this field are really striving to

[44:32] make the best decisions for students and

[44:35] for their institutions even if that

[44:37] doesn't always lead to the outcomes

[44:40] everyone would hope for.

[44:47] I was also just going to add um I know

[44:50] Libbyy's typing an answer which you

[44:52] should look at in the Q&A um but there

[44:55] was a question about are we not

[44:56] considering parent information because

[44:59] of the abbreviated nature of this case

[45:01] study. We aren't able to consider

[45:03] everything that we normally would

[45:04] consider. Um for example, we normally

[45:07] would read multiple letters of

[45:08] recommendation. We would read the school

[45:10] profile that explains what's available

[45:11] at the high school. So there are things

[45:14] that just aren't available in this sort

[45:16] of abbreviated way, but that isn't to

[45:19] say that everything is not considered.

[45:22] We're just trying to give this to you as

[45:24] an example in the best way we can,

[45:27] especially over a Zoom platform and

[45:29] within a limited amount of time um to

[45:32] make this an effective and hopefully

[45:34] helpful uh exercise for you. But do know

[45:36] that when it comes to parent info, it's

[45:38] something that we do, you know, take

[45:40] into account. For example, the first

[45:41] student is a first generation student.

[45:44] Um, uh, Ahmed, Fared Ahmed, right, is a

[45:47] firstgen student. And so that is

[45:49] something that we would consider because

[45:50] that affects Fared's ability to, um,

[45:54] maybe have access to, uh, college

[45:57] application and prep preparation, right?

[46:00] and doesn't have someone who maybe they

[46:02] can go to, he can go to for support in

[46:05] the same way as a student as the other

[46:06] two students who are coming from CEO,

[46:09] attorney backgrounds and things like

[46:10] that when it comes to their parents uh

[46:12] and have higher ed degrees. So, please

[46:14] know that we would normally consider

[46:15] that and it's just for the sake of time

[46:19] that that isn't something we're talking

[46:21] too deeply about at this

[46:26] moment. Okay. So, I'm going to end the

[46:30] poll. Last minute

[46:33] votes. About 70% of us have voted. Um,

[46:39] I'm going to go ahead and end it so we

[46:40] could just have a discussion about it.

[46:43] All right. So it looks like on Zoom and

[46:47] there's other platforms so I'm not able

[46:49] to do the math that quickly but on Zoom

[46:53] um the vote is to admit Yi applicant

[46:58] three from Shanghai. So, um, but based

[47:01] on what I'm seeing on my other platform

[47:03] here, there was a t like it was a really

[47:07] close, um, applicant 2 was someone that

[47:10] people wanted to admit as well. And, um,

[47:16] so what would you all do in your office

[47:18] if that if this was kind of the vote? It

[47:22] does it have to be like usually you're

[47:25] are you doing like in a unanimous kind

[47:27] of situation like what's what does it

[47:29] look like in your offices?

[47:35] I mean we like for it to be unanimous

[47:38] but that's not always the reality. You

[47:40] know I looked at all of these and I was

[47:42] like I could see cases for all like I

[47:45] personally was struggling. I was like

[47:47] both for Bowden and for Red Fork

[47:48] University. I was like all of these

[47:50] students I could see different arguments

[47:51] and and cases to be made. Yeah,

[47:53] sometimes there are lengthy

[47:54] conversations um because and I think

[47:56] there was an earlier comment that was

[47:58] just like in reality we're not one one

[48:02] you know there could be space for for

[48:04] multiple of these students. So I I do

[48:06] want to just emphasize that as well.

[48:08] Yeah, I again we try to get to as much

[48:10] of a unanimous decision as possible, but

[48:12] recognizing like a simple majority is

[48:14] sometimes where we will land. And um I

[48:17] think all of our teams recognize that at

[48:20] the end of the day, we're trying to make

[48:22] decisions that are um kind of best for

[48:25] our institutions and all of the students

[48:27] that we're talking about will be

[48:28] wonderful and contribute to our

[48:30] communities um in a variety of different

[48:32] ways. So yes, sometimes there are tough

[48:33] decisions where, you know, maybe we do

[48:37] need to lean into Maria rather than Ye

[48:39] and people are, you know, upset about

[48:41] not being able to admit Yei at this

[48:43] time, but we recognize that Maria is

[48:45] going to be a wonderful addition to the

[48:46] institution as well. Um, so yes, we like

[48:49] unanimous, but sometimes simple majority

[48:51] is where we get and the conversations

[48:53] can yeah, be pretty in-depth just to

[48:56] make sure that we're um all

[48:58] understanding the the contributions and

[49:00] kind of where we're we're how we're

[49:02] getting to the decision that we're

[49:03] getting to.

[49:07] And I think the the other piece that we

[49:10] can't really easily duplicate in an

[49:12] exercise like this is understanding

[49:15] institutional priorities or needs.

[49:17] Right? So if if in a scenario like this

[49:21] where let's say we're getting down to

[49:23] the very very end, we have that one last

[49:25] admit we're going to make. What we don't

[49:28] know in this exercise is what did the

[49:31] other group of already admitted students

[49:33] look like? Maybe we're light in

[49:36] sociology and we're heavy in business

[49:40] and that's really going to influence the

[49:41] decision we're going to make here

[49:43] because that is really going to make

[49:44] Maria shine or vice versa. We're looking

[49:47] very heavy in the humanities this year,

[49:49] but no one's been applying to the

[49:51] business school. So that that could flip

[49:54] the decision we would ultimately make.

[49:57] And that I I mentioned we kind of go

[49:59] through this final review and then we

[50:01] have a final committee of of kind of

[50:03] senior leaders that make those final

[50:06] decisions that shape our class. And

[50:08] they're the group that is then really

[50:10] bringing in that institutional context,

[50:12] those institutional priorities and

[50:15] looking at all those numbers to make

[50:16] sure that the engineering faculty aren't

[50:19] mad at us because we've enrolled twice

[50:21] the number of engineers they can fit in

[50:23] their labs.

[50:27] I think you guys said it really well.

[50:29] Um, the only thing I love to use

[50:31] metaphors if you haven't noticed by now,

[50:33] but um, let's imagine that the admission

[50:36] process in a class is like an orchestra,

[50:38] right? You can't have an orchestra of

[50:39] all saxoponists or just violinists. You

[50:42] need all of them to make a really good

[50:43] orchestra. And so when we are reviewing

[50:46] students, we are thinking of building an

[50:48] orchestra. And yeah, we might need two

[50:50] more obo players, right? Uh, and so like

[50:53] Justin and Libby were both saying, it's

[50:56] much more complicated than can ever be

[50:59] conveyed in an hour session, but we hope

[51:01] that this gives you a good snapshot into

[51:04] how we construct our beautiful symphony

[51:06] orchestra at our schools.

[51:09] And and I would be remiss to note that

[51:11] that I I'm sure the real struggle for

[51:13] our admissions committee was that we did

[51:16] not have initial view interviews for for

[51:19] these applicants because that would have

[51:21] truly brought them alive and and given

[51:23] us a sense of their personality and and

[51:26] how they themselves could

[51:27] extemporaneously articulate their

[51:30] curiosity and things. But unfortunately,

[51:32] as as creative as I could be in writing

[51:35] these cases, I could not figure out how

[51:37] to come up with three different uh

[51:40] initial view interviews for for these

[51:42] candidates. So, um I absolutely another

[51:46] Tuesday talk where we

[51:48] can perhaps perhaps after some of my

[51:51] time with with the AI faculties at these

[51:54] fantastic universities, we can have um I

[51:57] can have avatars for my cases. Um, I I'd

[52:01] like to push our our our AO committee

[52:03] here. If if we're going to come down to

[52:05] the wire and and and you need to vote,

[52:07] share your recommendation. Uh, we we've

[52:09] heard the audience input. Um, I I'm

[52:12] curious where in the final analysis, uh,

[52:15] Libby Grace and and Justin, for whom

[52:17] would you cast your vote?

[52:24] I'll kick off. I would say I probably

[52:28] would have cast my vote for for Maria

[52:31] and largely I I would say that's again

[52:34] contextual on my part and understanding

[52:36] that your comparative literature major

[52:39] is pretty rare relative uh to to your

[52:42] your your business major relative

[52:46] uh to your your political science or

[52:48] your economics major. Uh, so I I think

[52:51] that Maria, while all three of these

[52:53] candidates, and I think maybe Libby, you

[52:55] were the one that said this earlier, all

[52:57] three are very competitive, like this is

[52:59] a difficult decision to make. I think

[53:02] all three are

[53:03] admissible for me. Maria in context

[53:06] probably represented something a little

[53:08] bit more unique in terms of of uh Red

[53:11] Brick's needs. And I might just

[53:13] highlight Justin, it's not simply that

[53:16] she picked a major that is perhaps less

[53:19] popular because sometimes we do see

[53:21] students trying to strategically now now

[53:24] pick complit to apply to Carnegie Melon.

[53:26] It's the fact that she is fluent in four

[53:29] languages that makes her choice

[53:31] impressive that there's quite a bit of

[53:33] substance to back that up. Agreed. You

[53:35] you see it in the activities, you see it

[53:37] in the essay, you see it in the

[53:39] recommendation. It wasn't just this

[53:42] selection on a drop-down, but it was a a

[53:45] selection that you then saw the story

[53:48] throughout the application.

[53:55] Agreed. I probably also would have

[53:58] leaned into Maria. Um, I'll be I have a

[54:02] really big soft spot for Fared and

[54:03] that's not because that was the case

[54:05] that I presented, but maybe that's part

[54:08] of it. I saw a lot of I I am a sucker

[54:12] for an upward trend and the resiliency

[54:14] there and I'll speak for Bowden would

[54:16] have been a really compelling um

[54:19] conversation. um freed would have gotten

[54:21] a lengthy conversation and also with the

[54:23] the center for global um and

[54:26] environmental

[54:28] um studies and kind of thinking about

[54:30] those re like there's a lot of fit there

[54:31] and the the advocacy from the counselors

[54:33] I always say the counselor

[54:35] recommendations and I think there's a

[54:36] question about counselor recommendations

[54:38] that Grace is typing right now or just

[54:40] recommendations in general um additional

[54:42] weight or to outside letters that come

[54:45] from instructure instructors or

[54:47] professors

[54:49] Um, wait is probably not the best word.

[54:52] I mean, it's helpful additional context.

[54:54] That's what I always say for

[54:55] recommendations. It's an additional

[54:57] voice that helps us see you in a context

[54:59] that's not your school community, but

[55:01] all of us will probably have different

[55:03] um recommendation requirements. Um the

[55:06] council recommendation though for Fared

[55:08] kind of helped me see like okay yes he

[55:11] had understandably a natural tough

[55:14] transition coming from school in a

[55:16] refugee camp but he has hit the ground

[55:18] running and really found his stride and

[55:20] that would be helpful. Unfortunately, I

[55:22] think there would still be enough

[55:24] questions and other really strong

[55:26] candidates that we would probably still

[55:28] lean into Maria, but I just want to say

[55:30] like for Reed would get a really long

[55:31] conversation um because of all of the

[55:33] pieces that he has that could be a

[55:35] really nice match um for both Red Brick

[55:38] um and Bowden. I'll speak for Bowden,

[55:41] but we'd probably admit

[55:45] Maria. Yeah, on behalf of Red Brick,

[55:49] this is a really tough decision and it's

[55:52] again um hearkening to what Libby said.

[55:54] It's why it's great that we don't have

[55:57] to do 111 when it comes to decision-

[56:00] making like this. Um I also lean towards

[56:05] Maria, but I also am a big fan of Betty

[56:08] uh Ye. um not also just because

[56:12] I wrote up her slide and read her um

[56:16] file in the most depth, but um I do

[56:18] think that all of them have compelling

[56:21] reasons to be uh admitted and great

[56:24] things that they could contribute to the

[56:26] community at Redbrick University. Uh and

[56:29] that's why these sorts of decisions are

[56:31] so challenging. Uh but I hope it helps

[56:34] to know that you do have human beings

[56:37] behind your application like us who are

[56:40] grappling with these tough decisions. We

[56:42] are not robots. We are not using AI. We

[56:45] are really looking at your file trying

[56:47] to get to know and understand who you

[56:49] are before we make these very

[56:52] challenging decisions. And it also means

[56:54] that it's not always in your control how

[56:59] the committee reviews a file. Uh there's

[57:02] all different factors at play and this

[57:05] is a very stressful process. So know

[57:08] that if like whatever happens with your

[57:10] child at a certain school, it could be

[57:12] read a completely different way by a

[57:14] different institution which has

[57:16] different priorities or different things

[57:17] that they're looking for in their

[57:18] student body. Um it's nothing against

[57:21] you. So, I think that's really important

[57:23] to know. And hopefully by reading these

[57:24] three wonderful students, you can get a

[57:27] better sense of, oh, it's it's so so

[57:32] complicated. It's not about one thing

[57:34] that set one student apart because we're

[57:37] all struggling to choose one. But again,

[57:39] on behalf of Red Brick, I'd probably

[57:42] choose Maria because there are different

[57:44] elements that are compelling as both a

[57:46] student and a community member and

[57:48] leader.

[57:52] Well, this was awesome and we have lots

[57:56] of other questions that are coming from

[57:58] this and so please

[58:01] do email us and say I want a Tuesday

[58:04] talk about such and such because we've

[58:06] only just kind of touched on a lot of

[58:09] the components and the application

[58:12] itself is you know we're kind of

[58:15] confined in some level to the components

[58:18] that are um included in an application,

[58:20] but as you can see, like they're really

[58:23] trying to find that whole person in you.

[58:25] They're trying to get that whole story.

[58:27] And then there's that piece that's

[58:28] completely outside of your control,

[58:30] which is whether or not you are the

[58:33] violinist or the or the, you know, uh,

[58:37] timony player, you know, like we don't

[58:38] know what they need that year and it

[58:41] could change every year. And so you

[58:43] can't control that. You can only control

[58:44] what you who you are and how you're

[58:47] being seen. Um, so lots of other

[58:50] questions. We will collect those

[58:52] questions and make sure that we fold

[58:54] them in to a follow-up and also another

[58:57] Tuesday talk comment. I will say that

[59:00] there is a question about AI. I have

[59:02] lots to say about that. So go to some of

[59:04] my past talks, but also um this is why I

[59:08] think the conversation is so important.

[59:09] That's why the interviews are so

[59:11] important. That's why these

[59:12] conversations are so important because

[59:14] that human side um of you being able to

[59:17] show your authentic self is what we're

[59:19] all about at Initial View. Thank you

[59:22] again, Justin, Libby, Grace, and Chris

[59:24] for joining me today. I know that um it

[59:28] required waking up early or staying up

[59:30] late. So, thank you for for doing that

[59:33] with us. Um please contact us if you

[59:36] have excuse me any questions and we will

[59:40] see you at our next Tuesday talk. Thank

[59:42] you everyone. Great. Thank you Gloria.

[59:45] It is a word of solidarity to the

[59:47] students. Um you know I actually wrote

[59:50] all three cases and I won't disclose my

[59:52] own personal preferences but I will say

[59:55] perhaps ironically it was not actually

[59:57] the consensus reached by the committee.

[01:00:00] So even students should know that we put

[01:00:03] our best foot forward and then we have

[01:00:05] to let the decisions fall where they

[01:00:08] may.

[01:00:11] Yep. Um but there's a great school for

[01:00:15] all of you out there and it's going to

[01:00:17] be fun. And it's going to be fun and

[01:00:19] it's only just one more chapter in your

[01:00:22] awesome life that's ahead.

[01:00:24] Thank you again. Have a great night,

[01:00:27] great afternoon, great morning wherever

[01:00:28] you are. and we'll see you next time.

[01:00:31] Bye. Thanks, Gloria. Thank you. Bye.

[01:00:35] Thank you.