University & other options

A large part of the Diploma program is preparing students to leave school and continue to learn and develop. This might take the form of university studies, social activism, military service, entrepreneurship, vocational training or a myriad of other choices. The process of making plans for the future and putting them into action can be both exciting and overwhelming. While the the school can offer significant support in the process, the student needs to take ownership of the process.

Our approach to post-high school planning follows our vision statement: we seek to inspire students to seek out options, empower them through support and encourage the thoughtful action of applying for and preparing for those opportunities.

This is a process that involves acceptance and rejection. Sometimes, as a part of the process, students will be confronted with judgements of not only work they produce, but also the presentation of their character. Students need to approach the process with a high level of risk-taking, but also some detachment and resilience.

Process

While everyone will have a different process based on their plans and options, here is a basic process for those going to university after graduation from ISH. You should plan to meet with Mr Owen at least once each year of high school.

G9

  • Self-assessment: Who am I? What do I like and what am I good at?

  • Develop career option research skills

G10

  • Career and academic planning while choosing DP courses

  • Meet with counselor, look at courses and general possibilities for future (university, which countries, other options)

G11

  • Have a serious family conversation about location and cost

  • Create a list of qualities you want in a university: programs, location, culture, size, facilities, etc.

  • Make contact with universities and programs through social media and admission office

  • Write draft(s) of personal statement / essays

  • Identify and approach members of staff to write letters of reference

  • Imagine alternatives to university: gap years, vocational training, work experience, military service, etc.

summer

  • Create a shortlist of 5-8 universities (using grade 11 semester 2 grades as predicted grades)

  • Visit universities and programs when possible

  • Create a personal application plan and schedule

G12

Roles

Students have the responsibility and the initiative for their application process; the school, through the counselor and other staff members, are here to provide support.

what the student does

  • Takes ownership for thinking about the future

  • Makes choices

  • Undertakes research

  • Consults sources of advice

  • Contacts admission offices

  • Arranges for letters of recommendation

  • Follows up with people (teachers, counselor, etc.)

  • Understands each university's application process

  • Ensures application is complete and accurate

  • Requests scores and transcripts to be sent to universities

what the school does

  • Offers advice

  • Assists in research skill development

  • Liases with universities

  • Counsels over choices

  • Provides feedback on statements and essays

  • Gives students perspectives on how they will be perceived by others

  • Helps develop a specific application portfolio beyond academics

  • Processes timely requests for IB scores to be sent

Success stories

Here are some students from the last few years that successfully made their way through the process. Remember that the goal is to find the place that fits you best. Names have been omitted for confidentiality.

  • Student A worked hard through the IB Program, earned 40 points, and was given a full scholarship to Boston University in the United States.

  • Student B earned 41 IB points and was accepted to London School of Economics, her first choice.

  • Student C earned 29 points and was accepted to University of British Columbia in Canada, his first choice.

  • Student D earned 28 points, lower than expected and lower than her university choices. However, she was able to get a place an Bangor University in Wales, where she has been happy and successful.

  • Student E earned an ISH diploma with 6 standard level certificates. She was creative in the way she presented herself and went to Knox College, a small liberal school in the United States. She was given a $28,000 a year scholarship.

  • Student F struggled academically early in grade 11 until he did some research and found a university program that suited him at the American University of Rome. With that motivation, he earned an ISH diploma with two certificates and was accepted at AUR.

Students from ISH have gone to university in the UK, USA, Canada, all of the Scandinavian countries, the Netherlands, France, Germany, Spain and India and several other countries.