Off Campus Interviewer Report
Please be prepared to complete this report in one sitting. You may not save the form to return to it at a later date. The interview often provides interesting and helpful information about a student that cannot be easily gained from other parts of the application. The goals of the interview report are to confirm or refute information included in a student's application to Wellesley and to provide unique insights into an applicant's personal character and personality. Therefore, your report does not need to summarize the academic and extracurricular information about a candidate (that information will be available to the admission committee in the student's application). Rather, your report should provide insight into an applicant's intellectual character, her enthusiasm for her extracurricular and personal interests, and her level of motivation and preparation for Wellesley. If you would like someone to contact the student to follow up on any questions, please call or email the admission office.
Below are two sample interviews. Please do not feel that you must this exact format when submitting your write-up.
Yes, she is a good fit for Wellesley College
In sum, Wendy is Wellesley material and I believe she would be a valuable asset to the Wellesley community from day one. She's a personable, well rounded young woman whose maturity, thoughtfulness, intellect, drive and compassion came through during our hour conversation at Panera.
Here's a quick summary of my impressions of her:
- Mature, poised, and polished- she contacted me immediately about an interview and followed up with a reminder email, her phone number and also a follow up thank you email after our meeting. She came to the interview dressed nicely, had a big smile on her face, was relaxed during our conversation, and had clearly done her homework about Wellesley. Excellent first impression.
- Academically driven- Right now she's taking a full AP course load and is leaning towards the sciences, primarily because of a positive experience she had with her AP bio teacher junior year.
-Intellectually curious- She shared with me that during her AP bio class junior year, she became interested in learning about why she is short because her parents are tall. This question led her to a paid internship in a lab where she did studies on Vitamin D which led to her findings that due to a Vitamin D deficiency in her diet during prime growth years, she did not grow as much.
-Leadership- She also shared with me she's currently a senator (an elected position), on her school government committee. Her decision to run was based on a desire to advocate for social justice and equal opportunities for students to pursue clubs and athletics despite their socio-economic standing (some students cannot afford the fees). She also found that she was often the one girl in science classes with boys and felt that this was wrong and is working with he administration to find ways to get more girls into the classes.
-Creative/takes initiative- I was pretty blown away when she pulled out two copies of a student publication (self funded, written and produced by students with no help from adults) where she is the managing editor. She told me that she and a handful of other students formed the publication as a result of their desire to produce more intellectual pieces that were substantive and sparked stimulating conversation. As a junior, she wrote an article that won a best feature in New England award. As a senior, she manages the graphics, design and typography of the publication.
Interesting extracurricular- Dance has always been an interest of hers and now she's really into ballroom dancing. She that Wellesley has a ballroom dancing team and that is of great interest to her.
I hope the rest of her record matches my positive first impressions of her because I do think she'd be an excellent fit for Wellesley.
She may be a good fit for Wellesley College
Bridget and I met at Starbucks and chatted for almost an hour. Her outgoing and personable nature came through right away as she eagerly discussed her school. At times, she struck me as possibly coached, but her sincere love of her school certainly came through. Her course choices varied from seminar courses in history and English to her two AP courses in Spanish and physics. Her high school requires students to complete projects at the end of each course and meet with teachers for an oral presentation. Bridget spoke of this approach to learning in a positive manner, and while she provided examples of research projects based at the public library, she often used general vocabulary which did not demonstrate a sophisticated understanding of the project itself or the skills she gained from the process. A very engaged and enthusiastic individual, Bridget did not have a clear academic direction. Though she discussed a couple of courses like bilingualism and public-speaking she took at the local state university, I could not get her to reflect on the courses or the material in any sort of in-depth manner.
Bridget answered my questions about her extracurricular activities but didn't really describe them in detail. When she spoke about her volunteer experience, it was a brief explanation of what she did and that was it. It didn't seem like Wellesley was her first choice necessarily. Her reason for applying to Wellesley was that it had a good international relations program. She didn't mention the all-women's experience and why she thought that would be beneficial to her academics or overall college experience. Bridget did have multiple questions for me and emailed me after the interview to thank me, both of which I appreciated. My conclusion about Bridget is that I am not compelled to recommend her for Wellesley on first impression, but I also think she has some positive qualities.