@raclut, the scenario you described in post #126 above with your daughter seems to follow the general flow of what Cal Newport describes as the blueprint for achieving the “failed simulation effect”:
In the case of your daughter, she chose a field (medicine, apparently despite some discouragement from you) and got her foot in the door by volunteering (which she continues to do). She paid her dues, and gradually started to rise to insider status. The volunteer opportunity helped open the door for the free summer research program and the free Women in Tech program; the latter gave her “insider” exposure to tech leader and helped open the door to “failed simulation potential” opportunities such as paid internships, research leading to publication, speaking at conferences, and patents. Add them all up and you have someone whose experience cannot easily be simulated, leading to a scholarship offer.
The “real world” often works not too dissimilarly from what Newport describes. The majority of people apply for opportunities as “outsiders” and have to go through HR; meanwhile headhunters aggressively seek out those with “insider” status and desirable skill sets.
It seems to me that the key to Newport’s blueprint is identifying and interest/field early, so that you can devote the time necessary to go through steps 1-3 and acquire the “insider” status and skills. Many people run into the problem that he describes in step 4 - they want “failed simulation” opportunities without having gone through steps 1-3, and they end up with easily simulatable ideas/opportunities.
Paid programs are generally simulatable. They may be great for developing interests, but they generally don’t follow the path outlined above (unless they are helping to develop specific skills that will help increase insider value).
This may not exactly be exactly what is being sought but:
I coached First Lego League Robotics for years. It’s relatively cheap to do, easy to start, a great introduction to engineering, coding, presentations and research, and you can participate up to 14 years old. (US First has older levels too).
@renaissancedad I have heard of the book you mentioned but I never read it. I don’t believe in following some special formula in getting admitted to college. Learning should be for the sake of learning and kids should do what interests them. We didn’t plan out four years of high school. We took it one year at a time.
The ‘How to be a HS Superstar’ is a really great and useful book. It doesn’t plan anything for you, but it gives you excellent advice on how to turn interests into something that has value in a process. It’s not unlike what people do in the real world all the time. I actually gave a talk at some HS conference about life in college and my thoughts on ECs are that you should just do things that you have some interest in, and take them to the next level. Of course, you have to start small somewhere and get your foot in the door, but if you keep pushing to learn more and do better, you can do great things.
Also, I have worked in a research lab since the summer after my freshman year. I didn’t have any connections. My first summer, I just shadowed people, read things, and got a sense for the environment. I moved around to different places, learning more and more, and eventually spent 1500-2000 hours on my research in junior and senior year. No one held my hand for me so that I could do science fairs, but I turned some of my work into science fair projects and did well and earned some cash.
Generally speaking, I found that research made me a better thinker and problem solver, and working in so many different places, with different working environments and conditions has definitely given me perspective on professionalism and other things. I have around 5 friends who put this much time in - we all were ahead in school significantly, so we would often skip or go to the lab instead. I did not find my HS science classes, even APs, to be particularly stimulating or insightful. I plan on being a physician scientist, so I found it to be a significantly helpful EC. YMMV
In any event, I would suggest trying to do anything related to your interests in any position. Afterwards, choose to devote more time to something that you both like more and has room for growth and development.
I sent a lot of cold emails. I read up on the faculty member, drafted an acceptable cover email describing myself and my interest in their lab, and sent it along with a resume. It was hard going the first or second time, but I had little difficulty finding places after.
Thank you ecouter1. I just ordered “How to be a HS Superstar”. Hope it will bring some good ideas for my son’s quest for college. Congratulations for your successful career. Your insights and help are greatly appreciated.
@smithonian29 I have helped my kid in the past draft cold emails. You would be surprised who would respond. You could get a bored professor from Stanford respond at 2 in the morning. You never know what you are going to get.
I’m glad I could be helpful. It’s really important to let the student and his or her interests + passion/enthusiasm direct the ECs. Some people are just more low key in high school and are excellent go-getters in college. I would’ve been miserable if someone told me to focus on IBO prep or something that I wasn’t interested in on some level. The studying tips in Newport’s book are also excellent.
In general, I think being comfortable with cold-emailing/calling etc. is a good skill that I’m happy to have learned. Sometimes you just don’t know anyone. Once, I was doing a self directed project with bioinformatics, and I found this page listing prominent bioinformatics people and cold emailed them for suggestions and help. I got offered an internship with someone who ended up taking a position at Stanford! Granted, I had the young and impressionable thing going for me then ;), but I think a lot of accomplished people really do like to be helpful if they have time. I sure hope I can do the same in the coming years.
@collegedad13 . Thanks for the great tip! Now we know what to do for next Summer. Even if she doesn’t get lucky, it will be still very valuable experience as @ecouter11 pointed out.
collegedad13 and ecouter11, today early before going to work I sent the following “cold email” to several teachers at my son’s future high school, and I already got 2 responses out of 11 sent. Not bad.
Hello Mr. Roe,
My name is RRRR and I’m the father of John Doe. He’s right now in 8th grade at XXXX Middle School and will attend ZZZZ High School next year. I found your email in the ZZZZ School science page. I’m writing to you because I noticed in John a lot of interest in science. Math, Biology and Chemistry are subjects that interest him a lot. I noticed that ZZZZ sponsors a club called YYYY.
I wanted to know if you know about any opportunities for him to participate in a science project or science fair where he could develop his interests.
Any help or ideas we would really appreciate.
Thank you,
RRRR (father)
Responses:
Mr. Doe,
John Doe’s current science teacher can help your son learn more about how to participate in science fair this year at XXXX Middle School. YYYY is the student club for young scientists at ZZZZ School who are entering projects into the high-school science fair competitions.
Good afternoon. I am happy to hear about John’s interest in the sciences! From time to time, I get an email from the district advertising science programs, camps, etc. for students at different grade levels. However, I haven’t seen any so far this year. If I do receive any information, I can definitely forward it to you. The science fair here at ZZZZ School(YYYY Club) is only open to current ZZZZ School students, but we will welcome him next year! I’m sorry I couldn’t be of more help at this time. Thank you for your interest, though.
"It's really important to let the student and his or her interests + passion/enthusiasm direct the ECs."
This is key. It really needs to come from the student, not the parent. And different kids develop at different rates, so there’s nothing “wrong” with those who develop later. Even some of the most brilliant people in the world develop at very different rates.
People are often incredibly generous, especially towards young people who show a genuine interest and motivation. All kinds of opportunities come up for those who take the initiative, and the process is sometimes just as important as the result.
@smithonian29 If it was me, I’d help my son draft and word the emails as a learning experience and have him send them himself. If I was on the receiving end, I think I would be much more receptive to an ambitious child than a parent.
Great idea doschicos. You’re right. Even with the fact that he wants me to find a science club for him, it will be more effective and helpful as a learning experience to have him write those emails and send them from his mailbox. After all, he’s already 13 and he should get practice in the art of searching for opportunities. Thank you.
One thing I’ve learned about my kids is that if they are truly interested in something they’ll do the research and put in the effort to make it happen. They may still need some help from me, but the bulk of the work is done on their own steam. It’s like asking kids if they are willing to spend their own money on something they don’t really need but want you to buy them- if they decide it’s not worth their money it wasn’t worth it for you to buy it either. I wouldn’t put the entire process on the shoulders of a 13/14 year old but I would expect a kid ready to work in a lab to be able to send out emails himself or at least to draft something for a parent to edit.
I don’t think you’re likely to get a lot of positive results with emails sent from a parent. There are many generous people out there willing to help a kid explore their interests but IME the vast majority want to be sure it’s the kid’s interest, not the parent’s.
Also, when they chose and paid for it (in terms of effort), they will appreciate the opportunity more when they get it, and work harder, especially when things get tougher.
Oops, I just saw this. I agree with everyone who says that your child should direct outreach, applications, etc. Parents are awesome support, but it’s certainly the enthusiasm and curiosity of a young student which appeals to potential mentors. It doesn’t come off as well if the parent is writing it.
Also, I know kids are shy, and it’s sometimes easier for the parents to do the work, but I guarantee that it’ll be a more rewarding and successful experience if the student works independently. Cold emailing, networking, etc. etc. are especially valuable skills for a student to develop - I’m sure parents are quite good at it already. I cannot be more grateful to my family for their support, but they mostly helped by driving me to places, helping me stay positive, advice etc.
Plus, if a student doesn’t want to ‘think big’, i.e. turn their interests independently into working at a lab, or interning for a politician, or something like that, and prefers to do school clubs or whatever, it’s totally fine. Everyone is different, and in my experience, HS ECs and college admissions usually work out somehow. We are lucky in that respect - I wish it were true for everything else as well.
