Student W Gets Accepted to Dartmouth!
Dartmouth - Early Decision
Student W is an international student who signed up to work with us during the summer before his senior year. By participating in our Application Counseling and Academic Mentorship program, we helped Student W get into Dartmouth, Early Decision!
- President and Founder of Math Club
- Founder and Leader of Contract Bridge Club
- Research Assistant to Applied Mathematics Professor
- Lead Guitarist at Church
- Winner of Several Math Competitions
- Administrator for Online Computer Club Forum
- Senior Writer for School Magazine
- Other community service-related activities
- Student W wanted to apply to Ivy League universities with low acceptance rates.
- Student W had strong standardized test scores, but he was only ranked in the top 20% of his high school class.
- Student W had passions for math and music, but didn’t know which interest made him more unique.
How Did Ingenius Prep Help?
- Counselor assignment: We paired Student W with a Former Admissions Officer from Princeton, a Graduate Coach from Dartmouth.
- Relationship-Building/Strategy: The work started off with a 3-way video chat meeting to get to know each other. Student W and his counselors discussed his strengths and weaknesses, goals, and made a plan for the upcoming application season. During this phase, Student W’s Former Admissions Officer pointed out that an Academic Mentorship could be a good way to help him stand out.
Academic Mentorship: Research Assistant to Professor at Georgia Tech
- We connected Student W with a Math Professor at Georgia Tech University.
- Student W worked 1-on-1 with this Professor as a research assistant for his mathematical modeling projects. This helped Student W codify his passion for Mathematics.
Application Counseling - continued
- Application Persona: During the strategy phase, Student W and his counselors brainstormed different ideas for marketing him to the admissions office. They needed to find a way to take everything he had ever done—experiences, competitions, activities—and turn it into a compelling narrative. They decided that Student W’s application persona would embody his passion for math and music. They created a strategy that linked mathematical theory and music concepts—the mathematician with a musician’s soul
- School List: After getting to know Student W and collecting a questionnaire from his family, he and his counselors started building a school list. First, Student W created a list of schools with bullet points about why he liked the school. He sent this to his counselors, who provided line-by-line commentary. They added their insights about each school and how Student W would fit in at the school. They continued this process until Student W had a finalized school list complete with reach, fit, and safety schools.
- ED/EA/RD: Student W, his family, and counselors decided to apply to Dartmouth, Early Decision.
- Personal Statement:
- Brainstorming: Student W and his Graduate Coach had several brainstorming sessions over video chat. During these sessions, Student W’s Graduate Coach took detailed notes and added her own ideas too. When they had these discussions, Student W’s counselors pushed him to think about what made him unique and what he was going to add to his future university’s campus and community.
- Application Persona: Student W’s counselors helped him express his passions for math and music in his personal statement. While seemingly separate interests, they helped him connect them in a way that was unique and memorable. Then, they helped him work this into his essay.
- Editing: Student W’s counselors edited over 10 drafts of his personal statement. The first few rounds of edits included more high-level and thematic feedback. The goal of these edits was to get Student W to dig deeper, think more creatively, make connections, and flesh out his entire story. Then, later rounds of edits focused on making his sentences more concise, powerful, and compelling.
- Activities List: Student W’s counselors taught him about what a successful activities list looks like. They taught him to list his most meaningful experiences first, to use action verbs, and to quantify as much as he could. Then, they edited his activities.
- Timeline and Follow-Up: At times during this process, Student W was really busy with school work and his extracurricular activities. To make sure that he stayed on schedule, Student W’s Graduate Coach sent him reminder emails. If he still took too long to complete his work, then Student W’s Progress Manager would reach out to him as a second reminder. If that didn’t work, then his Progress Manager would notify his parents.
- Supplemental Essays: Both of Student W’s counselors graduated from Dartmouth, so they were in a very good position to tell him what being a student at Dartmouth is like and what makes Dartmouth unique. He used this information to write supplemental essays that were tailored very specifically to Dartmouth.
- Former Admissions Officer Final Review: At the end of the process, Student W’s Former Admissions Officer reviewed his Dartmouth application the same way she did when she worked as the Assistant Director of Admissions at Dartmouth. Then, she provided him with final feedback. He implemented this feedback with the help of his Graduate Coach, and then pressed submit!
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