For School Professionals:
How to Use College Grazing

College Grazing and Selection Process

In their study of how students select colleges, researchers Hossler and Gallagher developed a three stage model of college choice.[1]
1. Predisposition Stage—students look at their options, sort through influences, and begin to think more about their future and the role of post secondary education.

2. Search Stage—students explore colleges that look good to them. They frequently respond to the advice of friends, family, and school professionals. During this stage high school counselors and staff can help students sort through their attitudes, their goals, and the realities that will influence school choice.
3. College Choice Stage—students finalize college factors such as cost, location, accessibility, etc. They subsequently begin the application process and select the school they will attend.

According to the researchers, the momentum between the predisposition stage and the search stage is a process of discovery. Here students develop a “college choice set”— a group of college attributes that are personally important to them. However, it is important to note that the discovery process that leads to this choice set may or may not be thorough, thoughtful, or even conscious. Too often “discovery” is muddled by unrealistic expectations, biases, or a lack of self-understanding. Indeed, it stands to reason that the more students understand about themselves as learners and what they want and why, the more likely their college choice sets will reflect thoughtful decision making.

Certainly, high school counselors and other school professionals are positioned to help students move meaningfully and systematically through this discovery process. College Grazing is a vital discovery tool. It is an easy-to-use self-appraisal instrument that encourages students to think seriously so that their college choice sets are thoughtfully generated.

The Benefits of College Grazing

When you add College Grazing to your counseling program, you are adding a discovery tool that will inspire the following:

College Grazing will…

• Stimulate focused discussion about college selection with school professionals, parents, and friends;

• Sort out and rank perceptions, attitudes, goals, and the realities of college choice;

• Provide school counselors and staff professionals information to help students make realistic choices that truly reflect what the students want.

• Outline a college needs profile that reflects each student’s personal point-of-view.

Benefits for School Counselors

Because school counselors carry a heavy work load, College Grazing is an ideal tool to help college-minded students initiate the college selection process:

• It allows you to deal easily and conveniently with large numbers. A group can work through College Grazing in your school’s computer lab or individuals can work on their own, at school or at home.

• If students decide they want their school counselor to see a summary of their Personal Report, they can have it sent automatically to the counselor. No piles of paper and or added forms

• Student reports can easily be referenced

• No time crunch--students can work at their own pace.

• College Grazing is self directed and easy-to-follow. It is also fun to do.

• College Grazing can be the center piece in your current college selection process. It is a wonderful complimentary tool to go with career or interest analyzers that you may already be administrating.

• College Grazing is inexpensive, convenient, and, above all, helpful.

Here’s How School Professionals Can Use College Grazing.

A College Grazing Syllabus

There are numerous strategies to use College Grazing effectively. Below is just one way to build College Grazing into your college selection program:

I. Freshman and Sophomore Years

In their first two years of high school students can work through College Grazing as a way to stimulate early college thinking.

A. As you introduce College Grazing highlight the following points:

• College Grazing is a college choice tool to get students to think about what they want in their post high school learning.

• The self appraisal surveys in College Grazing reflect student thinking. There are no right or wrong answers.

• The results that students get from College Grazing are intended to be thought “stimulators” that will encourage additional personal reflection and inspire discussions with family, friends, and school staff.

B. Before they work on their own, you may want to engage students with some of the following discussion questions:

• Why is it important to think seriously about college now?

• How are colleges different?

• How is college selection a “discovery” process?

• What do we mean when we say a college must be a good fit?

• Who should be involved as you go through the college selection process?

• Why is college a personal choice?

• Why is it important to think about your own strengths as a student before you select a college?

C. Students may complete College Grazing independently or in pairs.

Note: Students do not have to work through the “Munchings” in order.

D. When students are done and have printed their Personal Reports, discuss the “Reflection Questions” below:

1. Did anything in your Personal Report surprise you?

2. Do you see any “trends” or patterns in your Personal Report?

3. What did you learn from the College Grazing experience?

4. How does your report help your rule some types of schools out and others in? Explain

5. How can you use this report to discuss college with your parents? School Counselor? Friends?

6. Why is it important to get your family involved in the college selection process?

E. Show your Personal Report to your parents. Ask for feedback.

F. Save your Personal Report because you may compare this report with another that you complete in your Junior or Senior year.

II. Junior and Senior Years

In their junior and senior years students will find that College Grazing helps them focus on specific school characteristics that they require in a college. Timing College Grazing with the PSAT may serve as a good motivator.

A. As you introduce College Grazing, highlight the following points:

• College Grazing is a college exploration tool to get you to think about what you want in your post high school learning.

• The self appraisal surveys in College Grazing reflect your own thinking. There are no right or wrong answers.

The results that students get from College Grazing are intended to be thought “stimulators” that will encourage additional personal reflection and inspire discussions with family, friends, and school staff

B. Before students work in College Grazing, you may want to divide them into groups and have each group discuss one of the topics listed below. Ask small groups to report key ideas and/or thoughts to the full group.

1. Make two columns, one headed “small college” and the other headed “large university.” Identify some advantages of each

2. Discuss the importance of “knowing yourself” as a vital part of the college selection process.

3. Explain what people mean when they talk about a “selective” school.

4. Explain what people mean when they talk about a school’s academic environment.

5. Discuss what people mean when they say that going to college is more than just attending classes.

6. As a small group, can you agree on what it means to find a school that is a “good fit”?

7. Why is it important to have college goals?

8. Identify the influences that shape a student’s decision to go to a particular school or particular type of school?

C. Work independently on College Grazing.

D. After students complete College Grazing, have them do the following:

1. Write three questions that you feel you should discuss with your parents.

2. Identify three to five things that you found to be a little surprising.

3. Draw three conclusions about your college selection preferences.

4. Identify differences from your Sophomore Year College Grazing Personal Report and this one.

E. After students have completed College Grazing, ask them to reassemble with their groups from activity B above and share their responses to Activity D.
F. Be sure that students take their College Grazing Personal Reports when they visit their school counselors to talk about college. They will also find it helpful to have a copy of their Personal Reports when they visit a college. It will help them focus their college visits.

[1] Hossler, D. & Gallagher, K.S. (1987). “Studying Student College Choice: A Three-Phase Model. College and University, 2(3), 207-221.