Category: College Planning

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Latest Insights from Mr. Buffer’s Admissions Psychology Blog- What is “Global Awareness?” – Mr. Justin M. Buffer

 

Admission Psychology Blog Focus: Understanding What Global Awareness Means in College Admissions

 

By  Justin M. Buffer, M. ED-  Expert College Admissions Coach & Founder, Owner & Head Educator , Cambridge Learning & College Planning Center of New Jersey

Mr. Justin M. Buffer, M. ED, Expert College Planner & Educator

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  In my many years of experience as a college admissions counselor, I’m often asked what Ivy League universities and other top-tier colleges really mean by the phrase “global awareness.” Parents and students frequently encounter this term in college brochures and other marketing materials.


“Does this mean I have to have traveled to many countries?” one of my students recently asked me.


“Not exactly, but that can help,” I replied. “It’s more about having a sense of how the world works in an interconnected way—across cultures and disciplines,” I told her. 

When Ivy League and top-tier colleges emphasize “global awareness” as a valued quality in applicants, they’re not necessarily looking for someone that is an expert about current world affairs, although my top-level admits s usually do have a rudimentary grasp of major world events.

      Global awareness  moreso means demonstrating the ability to think beyond your local community and connect with people from different backgrounds and perspectives. It’s about showing that you’re not insular in your personality or worldview—that you have a basic and developing recognition of the world as vast, interconnected, and full of opportunities to learn.  It also reflects an understanding that no single perspective is “right” or “wrong” and that we all share a common human experience.

 

Last year, I worked with a student who was ultimately admitted to Cornell, whose application and background perfectly embodied global awareness. He had traveled to the Amazon rainforest and wrote his Common App essay about the profound impact of his experiences there, particularly how immersing himself in a completely different environment challenged his assumptions and broadened his understanding of sustainability, cultural preservation, and the shared challenges facing humanity. He reflected on the stark contrast between the simplicity of life in the Amazon and the materialism and relentless pursuit of upward mobility he observed in the United States. His teachers and volleyball teammates affectionately nicknamed him “The Travel Bunny” because of his many ventures.

That reputation—earned through his consistent curiosity and engagement with different cultures—stood out to admissions officers. He was accepted to several top-tier schools not just because of where he had been, but because his expression of those experiences demonstrated a broader mindset. His travels revealed that he wasn’t merely curious about the world; he was eager to learn from it and apply those lessons to his academic and personal growth. He also showed an understanding that his perspective was just one among many, recognizing the value of learning from others.

On the flip side, a lack of global awareness often becomes apparent in a college application when a student’s experiences, essays, and activities are confined to their immediate cultural group or local community. For instance, if an application highlights only events or achievements within a single, insular environment—such as your school, neighborhood, or cultural circle—it may signal to admissions officers that you haven’t stepped outside your comfort zone. Essays that focus solely on familiar topics without reflecting on broader perspectives—or activities that don’t demonstrate curiosity about diverse viewpoints—can reinforce this impression. Colleges are looking for students who are ready to engage with a variety of people and ideas, so failing to showcase interactions or understanding outside your cultural bubble could make your application feel limited and less compelling.

As I always say, “Colleges are focused on building communities, not just letting in individuals.” To fit in at top colleges, admissions committees need to see that a student will be open to people of various backgrounds and experiences.

Global awareness isn’t limited to international travel, but a demonstrated willingness to step outside your comfort zone and view the world through a wider lens is critical. Whether it’s exploring a remote corner of the world, engaging in meaningful conversations with people from different backgrounds, or reading about issues affecting other cultures, what matters most is the mindset. Admissions officers can detect a globally-minded perspective through recommendation letters, the activities a student chooses in high school, and how they write about their experiences.

For example, one of my recent Princeton admits, the Vice-President of her school’s Model UN, stood out because of her ability to articulate how she grew from debating complex global issues with students from diverse backgrounds. Colleges are looking for evidence that you’re not just aware of the world but ready to engage with it. If you can demonstrate that you see beyond the borders of your immediate environment, you’ll stand out as someone prepared to thrive in an increasingly globalized world.

 

 

About Mr. Buffer: Mr. Justin M. Buffer is a 1-on-1 college admissions planner who works with students and families across the world on college admissions.   He is a seasoned expert in education, college planning, and admissions, with a master’s degree in Educational Psychology. He is also a licensed teacher with many years experience in the classroom and has a proven track record of helping students uncover their unique stories and gain admission to top universities. You can learn more about Mr. Buffer by clicking here: https://educationandinspiration.com/a…

 

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Embracing the Challenge: The Impact of Rigorous Classes on College Preparation and Admissions- by Justin M. Buffer, Cambridge Owner and Professional College Planner

I am often asked as a professional College Admissions Planner and Consultant, how much colleges put weight on the rigors of the classes a student took in high school.  My immediate answer is always, in effect, “A lot.”   Although there is no set formula for how many AP or Honors classes a student’s transcript should demonstrate that they were willing to challenge themselves and not try to boost their GPA through less difficult courses.

 

In today’s highly competitive landscape for college admissions, it’s essential for students to demonstrate academic rigor throughout their high school years. Embracing challenging classes not only equips students with a strong skill set, but it also conveys a strong message to colleges about a student’s commitment to intellectual growth and resilience in the face of challenge.  It shows a university that a student does not shy away from challenges, but rather embraces them.  In common sense terms the logic goes- in eyes of admissions officers- “if a student is willing to push themselves in high school, they will push themselves in college also.” 

On the other hand, if a student opted not to take challenging courses in high school, it might raise questions in an admissions officer’s mind, especially at a more elite university.  Thus, how much of a positive influence on other students can this student have at the university?  Colleges are always looking for good role models for their campuses.  If they shy away from challenges, questions may arise: 

“Will this student be able to handle the rigor of college coursework?” “Can they demonstrate resilience and dedication in the face of academic challenges?” 

 After all, past behavior is often a strong indicator of future actions. Choosing a challenging course load in high school sends a signal to colleges that a student is ready to handle the rigors of higher education. 

And it is important to note that these academically rigorous classes, such as AP, IB, or dual enrollment programs, do more than just demonstrate a student’s capacity to handle tough coursework for university admissions. They also allow students to develop essential skills like time management and effective study habits, skills that are crucial for success at college and beyond.

Moreover, advanced classes also contribute significantly to the preparation for standardized tests like the SAT and ACT. By engaging with complex reading materials, challenging mathematics, and rigorous testing environments, students cultivate critical thinking skills and a broad knowledge base that can enhance their performance on these important exams.  At our SAT/ACT program at the Cambridge Learning & College Planning Center of New Jersey, we often find that students who have opted not to take the more challenging classes often find themselves lacking in necessary background content knowledge to do as well as they can on the reading passages.  Thus, we have to spend more time with them backfilling a lot of this information. 

Besides these advantages, another key advantage of AP and dual enrollment classes is the potential to earn college credit. Achieving high scores on official exams or paying for dual enrollment tuition could lead to college credit, saving both time and money once the student gets to college.

 

Finally, challenging classes serve as platforms for students to explore their academic interests and possible career paths. Whether they discover a passion for STEM through AP Calculus, or kindle an interest in history from a dual enrollment course, these rigorous classes can guide students towards their future academic and career choices.  Over the years as a teacher, College Planner, and Educational Director here at Cambridge, I have seen countless stories of students who found their passion in a class they initially took to enhance their college admissions portfolio. 

 

It is also important to note that even if a school offers a limited selection of AP courses, or none at all, students have various ways to demonstrate academic rigor. Admissions officers have often told me that they value the willingness to tackle challenging coursework in whatever form it takes.  Some students of mine who go to high schools with low AP course offerings have chosen to take college classes over the summer at Rutgers to demonstrate to a university that they are serious about challenging themselves. 

 

In conclusion, undertaking challenging classes in high school can significantly impact a student’s educational trajectory and college admissions chances. After all, how a student tackles academic adversity today can say a lot about how they will handle future challenges tomorrow. 

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Answer to College Planning Question of the week: AP & Honors Classes- by Justin M. Buffer, Cambridge Owner and Professional College Planner

Question from a parent from South Brunswick High School
  
Better to take AP Courses and not do well, or take honors and do as well?
From a perspective of getting into college, I feel a high school student is better off taking fewer AP classes in high school and more honors classes if they are not going to perform great in the AP classes.  My son is a 9th grader in South Brunswick High School, and I don’t want the competitive pressure to take too many AP classes to bring down his overall GPA, when he could have just been in 1 or 2 and done well in all Honors classes.  I see many of my friends very concerned with the prestige of Advanced Placement classes. Do you agree with my viewpoint, Mr. Buffer?
Answer from Mr. Justin M. Buffer, Owner and Professional College Planner below:
     I get this question a lot in my work, and here are some general pointers to consider.
         First, all universities, and especially highly competitive ones, are gaging your future, with a common principle in mind: that past behavior is the best indication of future behavior. If a student can consistently succeed taking challenging courses in high school, the reasoning goes, they can do the same in college.  So, a student always wants to present their record to colleges with the intention to demonstrate their ability to handle and do well in challenging coursework.  This can be done with Advanced Placement (AP) courses or in Honors classes.
          There is no doubt, and it is common sense that if a student performs in a stellar manner in multiple AP courses they should do so.  As a matter of fact to illustrate, three students in my college planning program just got into UPenn, an Ivy League school and they each had at least 4 AP classes per year.  But this does not mean that all students should take 4 AP classes if they can’t handle the workload, or if the content is out of their, what I call, “mastery zone.”  Plus, doing super well in numerous Honors Classes, especially at a very rigorous and competitive high school, such as South Brunswick where your son goes, can make him a student very attractive and competitive when applying to college.
        It is generally better for a student to take fewer advanced classes if they are not going to perform well in them, as this can have a negative impact on their overall GPA. High school classes are typically weighted, meaning that grades in advanced classes, such as AP or honors classes, are given more points toward a student’s GPA than grades in regular classes.
            So, if a student is struggling in an advanced class, their GPA may suffer more than if they were struggling in a regular class. I often tell families that students should take as many AP classes as they can “handle.” When I use the word “handle,” I mean take them with a solid chance to master the class.  When I evaluate this question with students and families, I look at their track record, and other things I have gaged about the student’s  learning ability from being in our program.
           In addition, it is important for students to prioritize their well-being and mental health. If a student is feeling overwhelmed or stressed by their course load, it may be better for them to take fewer advanced classes in order to maintain a healthy balance and avoid burnout.
         So, overall, I agree with you, that it is usually better for a student to take fewer advanced classes if they are not performing well in them, as this can help to maintain a healthy GPA and prevent burnout. It is also important for students to consider their own strengths and interests when choosing their classes, and to work with their guidance counselor, academic advisor, or myself, to develop a plan that is right for them.
        Unfortunately, I have seen, as you allude to, that some parents may pressure their children to take advanced classes, such as AP classes, for reasons that are not in the best interest of the child. There are many factors that can influence a parent’s decision about their child’s education, and social prestige may be one of them. Parents may feel pressure to have their child take advanced classes in order to improve their chances of getting into a prestigious college, or to maintain their social status among other parents.
    However, it is important to remember that advanced classes, such as AP classes, are not right for every student. These classes can be challenging and require a high level of commitment and dedication. If a student is not ready or interested in taking advanced classes, they may struggle and become frustrated or disillusioned with their education. In these cases, it may be better for the student to focus on other classes that are more suited to their interests and abilities.
      Parents should carefully consider their child’s individual needs and interests when deciding which classes to take, and to avoid pressuring their child to take advanced classes simply for the sake of social prestige.  They should also not let their child cower from classes, even AP ones, that they can clearly handle but are too lazy to put the effort into. Ultimately, there may be nuances in this decision, which an experienced strong academic advisor or counselor can help you with.
     I hope my answer was helpful for you, and we can talk about this further if you wish. Please go to our App or our website to make an appointment if you wish to.
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Answers to College Planning Question Of The Week: Will my high school student getting a part-time job at Panera Bread help him look good at college?- by Justin M. Buffer, Cambridge Owner and Professional College Planner

Mr. Justin M. Buffer, Professional College Planner, Founder & Owner Cambridge Learning Center of New Jersey
Question from a parent from East Brunswick, NJ :
 How might a high school student having a part-time job benefit them when applying to college? My son’s friend works at Panera Bread and offered to help my son get a job there because his cousin is the store manager. I am not 100% sold that it is a good idea yet. He tells me that it can help him look good to college admissions officers. Is this true? Is he correct?
Answer from Mr. Justin M. Buffer, M. ED, Professional College Planner and  Cambridge Head Teacher & Founder:
 From my many years helping students with the college process, I have found that a high school student who has a part-time job can benefit when applying to college in several ways and demonstrate skills and discuss experiences that can definitely be attractive to college admissions committees although it is, like anything on a college application, seen in context with a variety of factors.
Last year, one of my college planning students from North Brunswick High School, who was admitted to his dream school- Northeastern University- wrote his college essay about his work experiences at the local Taco Bell.  I am sure that his excellent essay played a substantial factor in his getting in, and his demonstration of real-life interaction with customers, as well as his description of his personal growth through the job, was undoubtedly attractive to admissions officers.
Having a part-time job can also demonstrate responsibility, time management, and a strong work ethic, which are strong qualities for college applicants to display.  Also,  in general, having a part-time job can be a valuable opportunity for a student to explore their interests and career goals and gain exposure to different industries and professions. College admissions officers generally look favorably on students who have gained experience that has shaped their future aspirations rather than just a demonstrated abstract desire to pursue an educational or professional track.
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   Also, it is well known that colleges heavily favor soft skills such as effectively and comfortably interacting with people. Thus, a part-time job interacting with customers can be a positive factor when applying to college. This shows that the student has experience dealing with people and can handle responsibility, which are valuable skills in the workforce and college. Having a job can also demonstrate the student’s ability to balance work and school, which is an essential quality for a successful college student. This is not to say that students “have to” get a part-time job, but there are certainly benefits to doing so.   And the job does not have to be “fancy.” Panera Bread, Wegmans, and Starbucks, can be just as or even more impressive than an internship at a corporate office.
     So, overall, having a part-time job can provide a high school student with valuable experiences and skills that can enhance their college application and prepare them for success in college and beyond.  In addition, if it would help your family, having a part-time job can provide a student with financial resources that can help with the cost of college, such as savings for tuition and other expenses.
   I hope that this answer helps you and your family make the decision that is best for you.
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Answers to College Planning Questions Of The Week: Does Marching Band and taking business classes in high school help with college admissions?- by Justin M. Buffer, Cambridge Owner and Professional College Planner

Mr. Justin M. Buffer, Professional College Planner, Founder & Owner Cambridge Learning Center of New Jersey
Question # 1
(Marching Band and College Admissions)
Why might colleges look favorably on an applicant having been in the marching band in high school?
Mr. Buffer’s Answer Below:
Colleges may look favorably on applicants who have been in the marching band, or any other activity that requires dedication, because it shows that they have been committed to a challenging extracurricular activity and have likely developed important skills such as teamwork, discipline, and time management. Additionally, being in the marching band may also indicate that the student has a strong work ethic and is willing to put in the time and effort necessary to succeed in their endeavors. These are all qualities that can be valuable to a college and can make an applicant stand out in the admissions process. 
Question # 2 (Taking a Business Class in High School)
Someone told my son that taking a business class in high school can be beneficial. He has n plans, though, to major in business. Do you think there are some benefits to him taking one?
Mr. Buffer’s Answer Below:
Taking a business elective class in high school can be very beneficial, as can many other substantive classes that give real-world, applicable knowledge. Not only does a business class provide valuable knowledge and skills that can be useful in many different careers, but it can also give you a competitive edge when applying for college or jobs. In a business class, students learn about important concepts such as marketing, finance, and entrepreneurship, which can help them to understand how businesses operate and succeed. They will also have the opportunity to develop important skills such as communication, problem-solving, and critical thinking, which are valuable in any field. Last year, one of my students who was applying to college for engineering and who was admitted to Carnegie Mellon, a top engineering school, discussed one of the group presentation projects he did in his business class in his admissions essays.  So, taking a business class, or any other class that helps students broaden their perspective, even if not related to their future college study track, can be incredibly beneficial for a variety of reasons.
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