哥大面試官對話前哈佛校友董事：學(xué)術(shù)以外，名校還看重什么？

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本月中旬，美國大學(xué)早申錄取開始放榜。相關(guān)話題又成為熱點：

?“進(jìn)入名校意味什么？”

? “名校關(guān)注學(xué)生哪些方面？”

? “想要被名校‘關(guān)注’，最要做對哪些事情？”

? “哪些輔助項目可以加分？”

許尚杰（Jack）、張玫，

都是美國名校畢業(yè)，

都是啟明星家長，

都是成功的創(chuàng)業(yè)人士

他們的一場公開的越洋對話，事關(guān)這些應(yīng)景話題：

許尚杰（Jack Hsu）

啟創(chuàng)中心創(chuàng)始人

哥倫比亞大學(xué)面試官

哥倫比亞大學(xué)北京全球中心理事

畢業(yè)于加州大學(xué)伯克利分校、哥倫比亞大學(xué)

張玫

社會企業(yè)Wild China碧山旅行創(chuàng)始人

前哈佛商學(xué)院校友董事

前麥肯錫咨詢專家

加州大學(xué)伯克利分校博士在讀

藤校想要看到學(xué)生

對世界有責(zé)任感

?Jack：這些年，藤校之類的一流大學(xué)的錄取率一直在降低。拿幾個數(shù)據(jù)來說吧，30年前，我們考大學(xué)的時候，藤校的錄取率大約是20%，算是合理吧，今天就只剩4%了。再比如芝加哥大學(xué)，30年前，錄取率有40%—50%，今天也就只有4%—5%。

挑戰(zhàn)這么大，大家還是很愿意去拼。那么進(jìn)入名校到底能帶來什么，在名校讀書是什么樣的體驗？玫，你在哈佛讀書，能不能講講在哈佛的那幾年，給你的人生帶來了什么樣的改變？

?張玫：進(jìn)入名校就像拿到了一把金鑰匙，可以打開一些門。它可以給你人脈，給你同學(xué)圈，但是這些都只是一時半會的事，打開門之后要怎么走，還是要靠你自己。

我覺得哈佛給我更重要的東西，是做事情的信念——不管這個世界有什么問題，只要把心放進(jìn)去，好好的做事情，就能解決問題。還有一個重要的東西，就是利他的思想。哈佛商學(xué)院很核心的一個理念就是，不管你創(chuàng)業(yè)是為了盈利還是非盈利，一定心里頭要想著這件事情能夠為別人、為社會解決一個什么問題。

?Jack：我完全同意。像哥倫比亞大學(xué)這樣的學(xué)校也是非常強調(diào)責(zé)任感的。我記得去哥大上學(xué)的第一天，校長就說，你們是最優(yōu)秀的，可你們的責(zé)任也是最大的，你們有這么多優(yōu)勢， 要思考怎么去造福別人。畢業(yè)典禮上，校長說的還是這句話。

活動要持續(xù)、要真實

哪怕從身邊500米開始

? Jack：對世界的責(zé)任感是很難反映在成績單上的，這個時候申請文書的作用就很突出。我從2003年開始做哥倫比亞大學(xué)的面試官，讀過很多申請文書，面試過很多學(xué)生，可以從這個經(jīng)歷出發(fā)談?wù)劯惺堋?/p>

我覺得，學(xué)生要講述自己的服務(wù)類活動，有2點特別重要：

第一是活動的持續(xù)性。我們會看，這些活動是不是年復(fù)一年地去做，是不是有持續(xù)性，想要解決問題。這個持續(xù)性絕對是招生官、面試官在看的。

第二是真實性。也就是能不能讓我們從中看到你的反思能力和熱情，你是不是真的享受做這些事，是不是真的喜歡。如果不是，那它和申請材料的其他板塊、其他故事是串聯(lián)不起來的，很容易被看破。

FFC學(xué)員的項目

? 張玫：你剛才講的要“發(fā)自內(nèi)心”真的特別重要。一個孩子可以關(guān)愛全世界，做服務(wù)可以從自己身邊500米開始，來建設(shè)自己的人生。

我覺得，文書的核心不是書寫，而是關(guān)于“怎樣做更理想的人”。踢足球也好，做社區(qū)救助也好，不要為了寫文書去做，而是要為了真的能夠幫助到別人，也能夠給自己一些力量而去做。

你的活動不需要做的多大，不一定要去國外做多么驚天動地的事情。藤校想要看到的，是你能把事情做的有多深，能帶來什么影響，怎么讓這個世界更好？所以做事要有定力，有持續(xù)性。

在真實的世界里做事

你會學(xué)的更好

? Jack：去做實際的事情是很重要的。我在美國讀大學(xué)的時候，就會逃課去公司里實習(xí)，了解公司是怎么做估值的，怎么運營的，然后在學(xué)校學(xué)習(xí)相關(guān)的知識，實踐和理論就對上了。先發(fā)現(xiàn)問題，再針對性地學(xué)習(xí)，我覺得這個順序是對的，學(xué)起來也不費勁。而且你會知道，世界比分?jǐn)?shù)更大。藤校想要的學(xué)生也是勇敢探索自己的熱愛，在參與真實世界的過程里，一步步明確學(xué)習(xí)的方向。

? 張玫：我也覺得知道自己的興趣在哪里了，再去抓你想要學(xué)的東西，會學(xué)的更好。

我現(xiàn)在有一個博士生同學(xué)，他喜歡觀鳥。他研究的題目是通過鳥的分布來監(jiān)測氣候的變化，因為鳥的品種和數(shù)量的變化一定是跟氣候有關(guān)系的。他去選的課程也都是能夠幫到他這個研究題目的，所以學(xué)得特別帶勁！現(xiàn)在，他在伯克利是全A的學(xué)生，STEM課都是A+！

我們有針對性的項目

來支持學(xué)生

? 張玫：說到探索自己的熱愛，有這么20個孩子給我的印象特別特別深。他們?nèi)脒x了啟創(chuàng)·英才計劃（FFC）項目。今年夏天在FFC項目里，我有機會和他們在一起，帶他們一起閱讀。他們優(yōu)秀，又很投入，我相信，在啟創(chuàng)中心參加活動的這段經(jīng)歷，都是大學(xué)申請文書很好的材料。

Jack，你是啟創(chuàng)中心的創(chuàng)始人，是不是講一下背景，這樣大家更容易理解。

2024 FFC學(xué)員和導(dǎo)師

? Jack：好的。我們在2022年成立了啟創(chuàng)中心，愿景是讓人們了解社會創(chuàng)新這個理念。它的重點是讓世界變得更好。我們通過啟創(chuàng)中心，支持學(xué)生探索和完成自己感興趣的社會創(chuàng)新項目，磨練探討和解決問題的思路和技能，同時被更多機會和平臺、包括一流大學(xué)的招生官“看見”。

現(xiàn)在，啟創(chuàng)有2個這樣的項目。一個是啟創(chuàng)·英才計劃（FFC），適合高中生，為期一年，是個人項目。今年夏天的FFC吸引了全國上百所學(xué)校的學(xué)生關(guān)注，最終我們從4000人當(dāng)中選出了20個孩子。

我們認(rèn)為，要普及社會創(chuàng)新理念，20個人是遠(yuǎn)遠(yuǎn)不夠的，我們要覆蓋更多學(xué)生，所以又推出了啟創(chuàng)·創(chuàng)投峰會（VFC）。7到12年級學(xué)生都可以參加，時間也縮短到5個月。

啟創(chuàng)·創(chuàng)投峰會（VFC）是一項晉級式學(xué)習(xí)峰會，和哥倫比亞大學(xué)新興企業(yè)家組織、聯(lián)合國青少年領(lǐng)航計劃合作，致力于培養(yǎng)全球7至12年級（初一至高三）關(guān)注社會問題和環(huán)境挑戰(zhàn)，并對創(chuàng)業(yè)感興趣的學(xué)生團(tuán)隊。學(xué)生們將組成3至8人的團(tuán)隊，共同制定并推廣解決社會問題的創(chuàng)業(yè)方案，并有機會獲得啟動資金。

我們歡迎學(xué)生真誠投入自己熱愛的項目，完善背景提升，早早開始構(gòu)建自己有價值的人生！

In the middle of this month, early admission decisions at US universities have started rolling out. This has sparked renewed discussion around related topics:

?"What does it mean to get into a top school?"

? "What aspects do elite schools focus on in students?"

? "What should one do to get 'noticed' by top schools?"

? "What supplementary programs can boost one's application?"

Jack XuandMei Zhangare both:

Graduates of prestigious US universities

Parents of Daystar students

Successful entrepreneurs

In this public dialogue, they address these timely questions:

Jack Hsu

Founder, Qi Center

Columbia University Admissions Interviewer

Advisory Board Member,

Columbia Global Center Beijing

Graduated from UC Berkeley, Columbia University

Mei Zhang

Founder, Social Enterprise Wild China

Former Director,

Harvard Business School Alumni Committee

Previously worked at McKinsey

PhD Candidate at UC Berkeley

Elite Schools Want to See

Students' Commitment to

Social Responsibility

?Jack：Over the years, the admission rates at Ivy League and other top universities have become increasingly competitive. Let’s look at some numbers: 30 years ago when I was applying to college, the acceptance rate at Ivy League schools was around 20%, which was reasonable. Today it is only 4%. Take the University of Chicago for example: 30 years ago, the acceptance rate was 40-50%; now it's down to 4-5%.

The competition is fierce, but people are still determined to get in. So what does it really mean to get into these top schools? Mei, you went to Harvard - can you share how those years at Harvard changed your life?

?Mei:Getting into a top school is like having a golden key that can open certain doors. It gives you access to networks and a circle of peers. But those are just temporary benefits. What is more important is how you proceed when you move forward through those doors and step into your life; that is up to you.

I think Harvard gave me something more important: it instilled in me a belief in the power of action– that no matter what problems the world faces, if you put your heart into it and do things well, you can solve them.Another core value I learned was altruism.A key tenet at Harvard Business School is that whether your venture is for-profit or non-profit, you must genuinely believe that it serves to address a problem for others or for society.

?Jack：I completely agree. Schools like Columbia also really emphasize a sense of responsibility. I remember on my first day, the president said "You are the best and brightest, but with that comes great responsibility. Given all the advantages you have, how will you use them to benefit others?" The same message was repeated at graduation.

Activities need to be sustained

and authentic,

even if they start in your neighborhood.

? Jack：Students' sense of global responsibility isn't something that shows up on a transcript. This is where the application essay becomes so important. As a Columbia interviewer since 2003, I've read many essays and interviewed many students. I've found two key things to look for:

First, the continuity of their service activities.We want to see that they've been engaged in these activities year after year, trying to address a social issue in a sustained way.Continuity is something admissions officers and interviewers really pay attention to.

Second, authenticity;can we see that the student is truly passionate and reflective about these activities, rather than doing them just to check a box?If it's not authentic, it won't align with the rest of their application.

FFC projects

? Mei:What you said about authenticity is so important. A student can care about the whole world, but they can start to make a difference in their own 500-meter radius and build from there.

I think the core of the application essay isn't just the writing, but about "how to become a more self-realized person." Whether it's playing soccer or community service, don't do it just for the essay, do it because you genuinely want to help others and empower yourself.

Your activities don't have to be massive - you don't have to go abroad and do earth-shattering things.Top schools want to see how deep you can go, what kind of impact you can create, how you can make the world better. So have dedication and continuity in what you do.

By doing things

out in the “real world”

you will learn more

? Jack：Taking action in the real world is crucial. When I was in college in the US, I would skip class to intern at companies, to understand how they do valuations, how they operate. Then I'd come back and learn the related academic concepts - the hands-on experience made the learning much easier. First, discover the problems then learn targeted skills you can apply - I think that's the right order. And you realize the world is much bigger than just test scores.Top schools want students who bravely explore their passions, and who figure out their learning path through real-world engagement.

?Mei:I agree, when you know what you're interested in, then you can focus on learning the right things, and you'll learn them much better.

I have a PhD classmate who loves birdwatching. His research is on using bird distribution to monitor climate change, since bird species and numbers are connected to climate. All the courses he chooses are directly relevant to supporting his research topic, so he's super engaged and motivated. Now he's a straight-A student at Berkeley, even acing the STEM classes.

We have targeted programs

to support students

in exploring their true passions

?Mei:Speaking of exploring true passions, there's a group of about 20 students that really left a deep impression on me. They were selected for the Fellowship for Change (FFC) program. This past summer, I had the chance to work with them, lead discussions on classic readings. They're excellent and very dedicated -I believe their FFC experience will make for great material in their college applications.

Jack, as the founder of the Qi Center, maybe you can share a bit more about the background, so everyone can understand better.

Members and mentors of FFC 2024

? Jack：Sure. I founded the Qi Center with the vision of spreading the concept of Social Innovation - the idea of making the world a better place. Through the Qi Center, we support students in exploring and executing their own Social Innovation projects, honing their problem-solving skills, while also creating more opportunities and platforms for them to be "seen" by admissions officers at top universities.

Currently we have two main programs.One is the Fellowship for Change (FFC), a year-long individual project geared towards high school students.This past summer, the FFC attracted over 4,000 applicants from hundreds of schools nationwide, and we selected 20 students.

However, we felt that to really mainstream Social Innovation, 20 students isn't enough. So we launched theVenture For Change (VFC) summit, which is open to students from Grades 7-12, and condensed to a five-month program.

The Venture For Change (VFC) summit is a staged learning programthat works with CORE and UNYLDP to cultivate global student teams from Grades 7-12 who are passionate about social and environmental issues, and interested in entrepreneurship.Students will form 3-8 person teams to develop and pitch their social venture ideas, with a chance to receive startup funding.

We welcome students to genuinely invest themselves in projects they truly care about, and start making a valuable impact beginning with what’s within their reach!