Christina Büchmann College Consulting
About
Working with college applicants is an unusual opportunity because the situation makes students extra receptive. They need to figure themselves out and—quickly—learn to write about their mature selves. My goal is to produce applicants confident enough to hold themselves to higher standards. It's an exciting process.
My preparation includes my own education: · Ph.D. in English, U.C. Berkeley
· B.A. in English, Yale
teaching in universities and high school programs:
· Yale College Bass Writing Program
· U.C. Berkeley, Department of English
· Castilleja School, Palo Alto, CA
· Academic Talent Development Program, U.C. Berkeley
training in the college admission process:
· Interviewing for the Yale College Office of Admissions
· Supervision of college applications of more than a hundred seniors at Castilleja School
· College essay workshops for the Academic Talent Development Program at U.C. Berkeley and for its International Division
· Western Association for College Admission Counseling
· Overseas consulting with applicants to American colleges
· Staying in touch with students to hear their college and work experiences
· Over ten years as an independent counselor
The result is familiarity with the admission office perspective, knowledge of how various personality types fare in different educational environments, and a sense of how far a student can be pushed to work more ambitiously.
Services
Recommended Plan for the High School Years:
9th grade
Introductory consultation about the student's and parents' expectations.
Optional:
Potential activity advising
Curriculum priorities
Parent orientation
10th grade
Student pursues studies and interests.
11th grade
Planning ahead and consultation about college visits
Optional:
Summer internship planning
Decisions about testing
SAT and ACT testing prep
Reflective writing prep
Recommendation planning
Summer between 11th and 12th grades
As much of the application-writing as possible
12th grade
Completing applications, reading acceptance letters, choosing where to go to college.
Optional:
Interview prep
Portfolios
CANADA
NICARAGUA
EL SALVADOR
COLOMBIA
BRAZIL
ARGENTINA
ENGLAND
SCOTLAND
SWEDEN
FRANCE
GERMANY
ITALY
POLAND
ROMANIA
GREECE
TURKEY
JORDAN
ISRAEL
LEBANON
IRAN
PAKISTAN
INDIA
RUSSIA
MONGOLIA
THAILAND
CHINA
HONG KONG
SOUTH KOREA
INDONESIA
JAPAN
BELGIUM
UKRAINE
SRI LANKA
International
International students may need additional support in areas such as
Orientation:
American programs of study
Types of institutions
The American ideal of well-rounded students
Practical:
Explaining one's educational system
Showing extracurriculars
Reflection in the personal essays
Interviewing skills
Guidance for recommenders
Finding scholarships
Planning for future entrance in professional programs
I have worked with international students visiting Palo Alto, as well as over Skype, internet, telephone, and overseas visits.
Students have come from:
Frequently Asked Questions
What can strong students get from advising?
An objective sounding board, encouragement to take good risks,
more college options,
more scholarships,
help squeezing in more information,
ways to make the information show more of them,
higher standards.
When should a student start working on his/her applications?
Ideally the writing should start the summer before senior year of high school.
Does everyone need to spend the same amount of time with a college counselor?
Not at all.
Some come in only at the beginning and the end; some make a weekly routine of showing work; some only consult about the writing.
Is it useful to apply early?
It doesn't always help, but this can be figured out based on the particular student's profile.
Is it worth polishing my essays to apply to the UC system?
Yes, the UC admissions officers read essays quite alertly, looking for specific information.
Do others use college counselors?
Yes.
Do people ever not finish their applications in time?
It doesn't happen.
Will I get into college?
Yes. But you have to apply.
Signs of Progress
The student shows up looking taller and broader, beaming because he has finished his first essay.
The student who hates writing about herself discovers that short sentences work. They just have to add up. They can juxtapose interesting information.
The student finally fills out the Special Circumstances box—and discovers that no one else thinks he should be ashamed.
The student mentions that she now offers editing help to her friends at school—they have a lot to learn.
The student, halfway through the season, announces that he will try a new topic—I've cared about this for years; I just didn't think anyone else would be interested.
The student gets an acceptance and merit scholarship while still working on her other applications.
The student lets his parents see his finished essays and everyone exclaims that they can hear his voice as they read.
The student returns to the first draft of her first essay and laughs tolerantly.
The student returns from college to tell me that I must tell others to come to his college because it's the best place he can imagine.
Contact
Christina Büchmann
Telephone: +1-650-704-2875
Email: a.christina.buchmann@gmail.com
Office: Downtown Palo Alto, CA