Four IECA Members Honored with 2022 Making a Difference Awards

IECA has recognized four independent educational consultants (IECs) from across the U.S. with its annual Making a Difference Awards in recognition of their selfless volunteer efforts that have made a difference in the work of the association’s 2,600 members during this year.

Award recipients include Chris Andersson of New York, NY; Cheryl Chamberlain of Riverwoods, IL; Yesim Erez of Anaheim Hills, CA and Istanbul, Turkey; and Yvonne Espinoza of Austin, TX.

Through their efforts, these members have added significantly to the strengths and skills of their IECA member colleagues in their work with tens of thousands of students annually. The lifelong learning, collegiality, and ethical standards represented by the awardees are the hallmarks of IECA.

The Making a Difference Awards were presented by IECA Board President Ibrahim Firat during the organization’s Fall Conference (November 7-9, 2022 in San Diego, CA), which was attended by over 1,000 independent educational consultants and college, school, and therapeutic program representatives.

“Our Making a Difference awardees have fostered connections and community among IECA members, and shared resources benefiting all members’ IEC practices,” said IECA CEO Mark Sklarow. “Their collegiality and generosity are hallmarks of IECA.”

Ibrahim Firat (left) with Chris Andersson (right)
Cheryl Chamberlain
Ibrahim Firat (left) with Yesim Erez (right)
Yvonne Espinoza

IECA Advocates for Religious Tolerance and Inclusion

IECA advocates for religious tolerance and inclusion and condemn all forms of antisemitism, extremism, hate, and bigotry. We believe no one should feel attacked or marginalized because of their religious beliefs, and that every student, family, and colleague should be treated with kindness, acceptance, and respect.

Disturbingly, antisemitism remains a persistent and serious problem in the US and globally. The Anti-Defamation League (ADL) reports that attacks on Jewish people and sites in the US were committed at record high levels in 2021, including hundreds at colleges and universities. We at IECA are deeply troubled by this intolerance and offer our support and empathy to our Jewish students, families, members, and affiliated professionals.

IECA is committed to helping families of all backgrounds have access to skilled and ethical academic or therapeutic guidance and to creating a diverse, equitable, and inclusive community. We welcome all individuals, regardless of age, citizenship status, culture, disability, ethnicity, gender identity or expression, learning differences, national origin, race, religion, sexual orientation, and socioeconomic status. Our work to promote equity, fairness, and inclusion must be constant.

We urge our members and colleagues to recognize and respond to instances of antisemitism, bigotry, and hate. Here are resources to help you take action today:

As leaders in education, we have an opportunity to model leadership that is focused on unity, support, and action. We must do our part to build a more tolerant, inclusive, and socially just society.

IECA Presents to US Senate Committee on Health, Education, Labor & Pensions

On October 19, 2022, IECA members Bar Clarke,  Karen Mabie, Heidi Molbak, and Jesse Quam joined CEO Mark Sklarow in presenting to the senior staff of the Senate Committee that oversees a wide area of legislative responsibility. The US Senate Committee on Health, Education, Labor and Pensions (HELP) requested IECA’s input as it explores adolescents and mental health, with a particular focus on health and safety of teens in therapeutic residential programs. Staff leaders representing Senator Patty Murray (WA) and IECA’s legislative counsel, Craig Saperstein of Pillsbury Law, also participated in the meeting.

At the outset, IECA had the chance to explain the Association’s work, our criteria for membership, and earning designations in therapeutic placements. IECA’s Principles of Good Practice, our Standards of Excellence and training new independent educational consultants (IECs) through our Summer Training Institute were all explored by the Committee staff. They seemed particularly interested in our prohibition against accepting kickbacks or expensive gifts as well as the role IECs play beyond student placement including after-care, family dynamics, and communication with parties during treatment periods.

In response to questions about campus visits, IECA members noted that being able to visit a campus and speak with students was incredibly valuable, and that the online Member Network allows IECA members to find trusted colleagues who may have a recent experience with a program. Mark Sklarow cautioned that while IECA members can visit programs, these are planned and controlled, and that state government and credentialing organization hold greater authority in evaluative visits which can be unscheduled and more invasive.

The Senate Committee staffers seemed interested to learn that IECs are, at times, brought on to assist a school district in finding residential care when local options have been exhausted. Likewise, referrals from psychologists and other professionals were discussed.

Bringing up the “horror stories” at programs that surfaced in the news recently, the IECA team offered several insights. They noted that many of these stories relate to instances more than two decades old, which was followed by a period of dramatic change and improvement in program staff training, new policies to safeguard children, and the like. Additionally, we noted that many of the stories specifically relate to publicly financed programs, not those privately held. Even so, the IECA team was clear that IECA supports new legislation that can assure the safety and care of teens, including extensive staff training on therapeutic holds and isolation, record-keeping, improved communication between teens and parents, and recognition of client rights.

IECA also addressed the work of some unaffiliated consultants who act as program recruiters or agents, accepting kickbacks (while masquerading as IECs), and indicated that such actions hurt the professional reputation of legitimate IECs. IECA endorsed mental health parity and expressed concern that those who go too far to attack all therapeutic schools and programs run the risk of stigmatizing adolescents seeking mental health care.

IECA and our Therapeutic and Government Relations Committees anticipate providing additional input to the Senate Committee in the new legislative year.

Establishing an Inclusive Practice, Supporting Our LGBTQIA+ Students

Note: This blog uses terms that may be unfamiliar to some readers. It Gets Better Project offers a helpful glossary.

Happy Pride Month, IECA!

In June, the month of the historic Stonewall Uprising of 1969, we celebrate with Pride the global LGBTQIA+ community and the Black and Brown trans foremothers of the gay rights movement, people who fought for equality and justice in the face of violence and harassment for being their authentic selves.

Pride Month is about celebration, but it is also about advocacy and activism. As IECs, we are in a prime position to be allies and advocates for our LGBTQIA+ students.

Supporting LGBTQIA+ People

The first thing we can do to support our LGBTQIA+ students and families is to ensure that we support our LGBTQIA+ colleagues and people in our everyday lives. Learning how individual schools, colleges, and therapeutic programs serve LGBTQIA+ students is important, but that information will land flat if our consulting practices and professional associations don’t operate inclusively to begin with.

Let’s start by recognizing the falsehoods and societal norms we’ve internalized and re-educate ourselves so we can be effective allies.

Misinformation and false assumptions cause harm to LGBTQIA+ people. Having a gender identity or sexual orientation that does not align with cisnormative, heteronormative standards is not someone’s lifestyle choice or political statement. It is the true, lived experience of a human being.

Being raised with recent social norms can result in anti-LGBTQIA+ bias and internalized homophobia, transphobia, and heterosexism—even for people within the LGBTQIA+ community. These norms lead us to expect that people are heterosexual and identify with the gender they were assigned at birth unless we’re told otherwise, unless the person “comes out.” These assumptions are unconscious until we make an effort to examine and counteract them by seeking education.

Educating Ourselves

LGBTQIA+. Heteronormative. Homophobia. Transgender. Ally. Microaggression. Gay. Queer.

Some of these words may be familiar. Others may not. Make an effort to learn them. Find a buddy to practice with and help you use them. Pronouns and chosen names, in particular, require practice.

Education helps us be informed and effective allies. Don’t rely on an LGBTQIA+ person to define terms or tell you why certain language is hurtful or offensive. Use Google and accept responsibility for your own learning. (You’ll find numerous resources throughout this blog.)

Being an Ally Requires Action

Allies take action even when it’s uncomfortable.

For example: Speak up when you observe microaggressions against an LGBTQIA+ person or group. Correct a speaker who has misgendered someone. Don’t let others use words like “gay” or “queer” in a negative way or tell an LGBTQIA+ person to act or look differently in order to fit in. When you make an inevitable mistake, apologize, correct it, and move on without calling further attention to the blunder.

Be an Ally by Protecting LGBTQIA+ Students

We live in an unjust world where LGBTQIA+ students are not always safe, even at home. If a student comes out to you, respond with appreciation, respect, and affirmation. Listen attentively. Ask if they need any help or resources.

Maintain student confidentiality in conversation, communication, and written notes. It is critically important that we don’t “out” a student to anyone, including their family. Consider specifying in your client agreement that you will maintain student confidentiality except in cases where you are a mandatory reporter or choose to follow such guidelines.

Develop a list of local and online organizations that you can share with students if needed. GLSEN’s When A Student Comes Out to You blog provides helpful advice for education professionals, and their Coming Out blog and handout are excellent resources for students.

Other Actions That Build an Inclusive Practice

  • Create and promote a non-discrimination policy.
    Be sure your policy includes non-discrimination based on sexual orientation and gender identity or expression. Ensure that it applies to all individuals, including students, parents/guardians/caregivers, employees, vendors, and your professional network.
  • Conduct a content audit.
    Are your forms, resources, and photos inclusive of all identities and family structures? Do you use inclusive language in your online content and communication with families?
  • Ask for chosen or preferred name, rather than nickname.
    A nickname can be informal or trivial, whereas a trans student’s chosen name is a vital affirmation of their identity. To be inclusive of trans students, use the term chosen name or preferred name, or simply ask “What would you like me to call you?”
  • Don’t require, or even request, a person’s legal name.
    A trans person’s legal name may be dysphoric for them. Only ask for it when absolutely necessary, such as on applications that will need to match the student’s high school or medical records.
  • Avoid “othering” trans and non-binary people when requesting pronouns.
    When requesting pronouns from clients, provide a blank line where each respondent may fill in their own answer. This is preferable to trying to list all possible pronouns and avoids minimizing the identity of someone who might otherwise have selected “Other.”
  • Don’t make sharing pronouns compulsory.
    A student may feel unsafe sharing their pronouns, especially in a group setting. Likewise, someone who is struggling to determine their true identity after years of hiding it may not be ready to share definitive pronouns. Make sharing an option, not a requirement. Use the person’s name when referring to them until they share their pronouns or you can ask privately.

Safer Spaces Start with Us

Establishing an inclusive practice for LGBTQIA+ students and families requires that we continue to learn and grow. The resulting strength of our personal and professional relationships, and the joy of a well-supported and well-advised student, remind us why the effort is worth it.

By Suzanne Lewis, M.Ed., founder & CEO of Meridian Educational Consulting LLC. As an active Professional member of IECA, she serves on the Diversity, Equity, & Inclusion (DEI) Committee, was a 2021 Summer Training Institute (STI) faculty member, and co-founded the LGBTQIA+ and Allies Affinity Group with Chris Andersson.

Resources for Further Study

Many local and national organizations provide resources and education for you or your constituents:

PFLAG – With over 400 chapters across the country, PFLAG provides confidential peer support, education, and advocacy to LGBTQ+ people, their parents and families, and allies.

GLSEN – Their mission is to ensure that every member of every K-12 school community is valued and respected regardless of sexual orientation, gender identity, or gender expression. Provides student programs, advocacy, research, and policy work.

The Trevor Project – The world’s largest suicide prevention and crisis intervention organization for LGBTQ young people. Also offers resources and education for people working with LGBTQ youth.

  • Read the report from their 2022 National Survey on LGBTQ Youth Mental Health.

It Gets Better Project – Their mission is to uplift, empower, and connect LGBTQ+ youth around the globe. Offers inspiring content and mental health tools.

Campus Pride – The leading organization for student leaders and campus groups working to create a safer college environment for LGBTQ students. Known for the Campus Pride Index database of LGBTQ-friendly campuses, they offer a myriad of other resources for college students and those building college lists.

The Williams Institute – The leading research center on sexual orientation and gender identity law and public policy. Ensures that facts—not stereotypes—inform laws, policies, and judicial decisions that affect the LGBT community.

  • Published a report in May 2022 on the “Experiences of LGBTQ People in Four-Year Colleges and Graduate Programs.”

Introducing the AXS Companion to the Common Application

The AXS Companion is now available for college-bound students to use!

College enrollment continues to decline while barriers for under-resourced students grow—but the AXS Companion to Common App, a new initiative by IECA, in partnership with Oregon State University, aims to reverse this trend by supporting these students as they begin their college journey.

Applying to college is already a complex and often stressful process, and first-generation, low-income, and underrepresented students of color have faced even greater hurdles to college during the pandemic: reduced or no access to college and school counselors; limited opportunities to access information and resources due to school closures; and a lack of familiarity with the US college and financial aid application processes within their families.

According to Common App, approximately one-third of their million-plus annual applicants are first-generation students. These students are more likely to create Common App accounts without submitting applications because they “often lack familial and school-based guidance on how to navigate the complex admission waters,” according to a recent article on BestColleges.com. It continues: “Just last year, about 700,000 seniors who opened Common App accounts never completed an application.”

Seeing this disparity in access to higher education, a group of IECA members set out to make a change. The result is the AXS Companion, a free online resource that aims to improve access and clarity for under-resourced students who lack college counseling support. Through detailed videos, the AXS Companion walks students through each step of Common App from beginning to end. Alternatively, students can watch an individual section’s videos to understand how to best respond to that section based on their circumstances.

View this video to see samples of the AXS Companion and to learn more about the project:

How the Project Came About

Several years ago, Maite Halley, an IECA member who has been a leader in the association in several capacities, envisioned this project as live workshops to support under-resourced communities. During COVID-19, Marilyn O’Toole, IECA member and liaison to Common App, asked Common App leadership if IECA members could pivot and develop step-by-step videos for the initiative instead.

With Common App’s approval, O’Toole then engaged Jon Boeckenstedt, vice provost at Oregon State University to discuss solutions to store and organize the video resources. This evolved into the collaborative framework of Oregon State University Ecampus building the platform, with IECA providing the content.

Left to right, clockwise: IECA members Jeffy Levy, Marilyn O'Toole, Pat Smith, Ibrahim Firat, Sylvia Jackman, Louise Franklin, and Jennie Kent.

Over the last eight months, many IECA members have worked tirelessly on this project, including: Ibrahim Firat, Louise Franklin, Carolyn Gelderman, Anne Holmdahl, Sylvia Jackman, Amy Jasper, Jennie Kent, Jeff Levy, Janae McCullough-Boyd, Marilyn O’Toole, Chantal Paiewonksy, Veena Rao, Pat Smith, and Juan Camilo Tamayo. These dedicated members produced the project content, which included writing and editing curriculum and scripts, as well as recording audio and video for 50+ modules for each section of Common App. Additionally, they called on experts in various fields to support their efforts, and created modules that provide financial aid guidance, essay suggestions, and admissions officers’ advice. The project creators chose the name The AXS Companion because of the double entendre: improving student access through the collaborative axis of higher education and IECA. The AXS Companion was introduced at the IECA 2022 Spring Conference in Philadelphia and is launching on September 1, 2022.

IECA is grateful to the members of the Oregon State University Ecampus who trained our colleagues to audio and visually record each section and then edited hours of their recordings, adding animation to make the directions and guidance clear. In addition, thank you to the engineers, graphic designers, animators, and project managers who have worked tirelessly to create this invaluable resource. 

Pictured above (left to right, clockwise): IECA members Jeffy Levy, Marilyn O’Toole, Pat Smith, Ibrahim Firat, Sylvia Jackman, Louise Franklin, and Jennie Kent.

New Year, Fresh Start

While many of us have already made—and broken—resolutions for the New Year, I wanted to offer a few ideas for independent educational consultants (IECs) still exploring goals and direction for 2022.

1. Establish a personal care plan.

No one—not a parent, teacher, or an independent educational consultant—can take on the concerns, anxieties, and emotional baggage of clients without a plan to care for their own emotional well-being. Explore some of the many mindfulness apps, begin a walking routine, join a book club—whatever works for you. Choose something that will help you escape the work you do. If you get into the habit NOW, it will already be part of your normal routine when the next busy season arrives.

2. Remember the personal care needs of your employees as well.

As we close in on the two-year anniversary of COVID-19, let’s also remember that your accountant, client-services rep, tutors, and essays specialist are also dealing with demands of work and disruptions to family norms. Think about offering flexible scheduling, time for exercise, and responsiveness to COVID-related scheduling changes, and resolve to give your team space to thrive.

3. Consider how rough it has been for so many people.

In addition to health care workers, many others are bearing relentless attacks by those who seemingly blame them for things well outside of their control. This includes food servers, teachers, store clerks, and airline workers. Let’s resolve to show some grace and offer words of affirmation to those whose work has become unpleasant.

4. Take advantage of technology in ways that make your life and your clients’ lives easier.

Talk about a win-win! Consider online payment platforms, meeting schedulers, offering digital resources, and using a new social media platform—just a few examples of technology use that ought to be on your radar this year.

5. Uncover ways that you can be a better IEC to under-resourced and under-supported communities.

This could take the form of pro bono work or volunteering with a community-based organization. It can also mean looking at ways you could do a better job understanding and responding to the changing face of adolescents. As America’s teens become more diverse, resolve to take coursework, get certified, and become more knowledgeable about inclusion—whether the differences are based in race, religion, sexual identify, physical disabilities, or neurodiversity. Becoming an advocate for the under-served or marginalized makes you a stronger IEC in your own practice and in educating peers.

6. Finally, get involved in your professional IECA community.

Become a mentor, request a mentor, learn a new specialty, attend an IECA conference, present a session or lead a discussion at a conference, join Affinity Groups, and become active in your Regional Group. This is how we make the profession and the association stronger. Resolve to recommend membership to an unaffiliated IEC. Let’s strengthen our community, together.

By Mark Sklarow, IECA CEO

How to Navigate Vaccine and Mask Mandates with Your Students and Families

More than 18 months into the pandemic, COVID-19 continues to impact the landscape of college admissions and how life on campuses looks these days. With mask and vaccine mandates varying across the country—as well as the responses to them from prospective students and their families—many IECA members are looking for suggestions about how to guide parents and students through this tumultuous time. IECA Secretary/Treasurer Ibrahim Firat (TX) offers this perspective and advice.

Stay Informed about a College’s Mandates and its Political Climate

Our office is staying informed about college mandates/requirements by reaching out to current and past students (who are in college now) to hear what they are experiencing; reading the Chronicle of Higher Education’s up-to-date information about colleges’ vaccine mandates and other requirements; and staying in touch with admissions office contacts.

We rely on current/past student feedback, online forums, student-published media (newspaper, radio, podcast etc.), events on campus, and faculty-led research/publications to keep our pulse on the political climate of the college.

Provide Context for Vaccine Mandates

Just as size, location, academics, etc. are factors to decide where to go to college, so are rules/regulations/mandates. Vaccine mandates are not new, however; certain vaccines (i.e. meningitis) have been required by colleges for some time, so we start by reminding that this has been around. Secondly, we remind parents that their college-bound student is (or by the time they go off to college will be) 18+/adult and that it really is their decision to further pursue discussions with the school about mandates. Thirdly, colleges have been providing religious and/or health-related exemptions to mandates and that they can look into these options if necessary/applicable.

Continue to Guide Students and Families According to Best-Fit

There is a fine line between making this issue political and scientific versus completely college admissions or fit related. We do not get into the politics or the science of it as we are NOT the experts in those areas. We do get into the factors of selecting the right-fit college for the individual student/family’s values, and if certain school’s mandates are against those values, then it is simply an X rather than a checkmark next to that factor and we treat it as such. For some people, that X means everything; for some people that X is just another factor that may not fit them (i.e. size of campus/class size) and it may be okay.

College life on campus is shifting from all angles (i.e. living, dining, political climate, frats/sororities, etc.). How can we support families who are trying to find the best-fit college in this dynamic environment? It is a challenge, given that we still cannot visit most universities in person to gather updated info and get a feel for these “vibes.” But we must use the resources available to us to find the college that best matches the student’s educational, social, professional, and personal growth.

Ibrahim Firat, Firat Educational Solutions, LLC, can be reached at [email protected]

IECA Member Benefits: Tools You Can Use While Practicing Social Distancing

IECA offers a wide variety of resources to help you stay connected and informed, and to help you manage your business as efficiently and effectively as possible in these challenging times. Simply login to the website to view these and many more resources. (Contact [email protected] if you have any difficulty logging in; we’ll get you set up very quickly.)

IECA Member Network

One of our most popular benefits, this members-only online community allows you to connect with your peers on professional topics. You likely already belong to a community based on your primary specialty focus: School, College, Therapeutic, Grad School. You do not need to have the specialty designation/interest area to participate in a community. We also have Affinity Group communities based on interests, lifestyle (like Parents of Young Children), and on other topics (student athletes, LBGTQ students, etc.). The Member Network also features Regional Group communities. To access and join any of the communities, use your login credentials for the IECA website here.

While you are on the network, take a minute to upload your picture. So many members indicate that they find it easier to remember a face rather than a name, so help them out!

Monthly Webinars

Many of you know that our webinars are held at noon (Eastern) on the second Tuesday of every month and are free for IECA members. Now may be a good time to look back at the dozens of archived webinars that you may have missed.

Peer-to-Peer Resources

IECA’s website offers many valuable resources in all specialty areas from your IECA colleagues. These resources include business and marketing advice; lists of colleges with ED or EA plans; financial aid information, accommodation differences between high school and college; webinars; and much more.

Publications

You can purchase a great book or subscribe to a professional newsletter to keep up with great ideas for your practice. IECA offers discounts on a variety of publications for IECs. Additionally, IECA’s quarterly journal, Insights, is mailed to all members and features timely information on admission trends, training opportunities, marketing your business, and much more. Current and past issues can be found here.

Discounts on Products and Services

Members receive discounts on many products and services including insurance, hotels, office management tools, software, and many others.

Finally, the IECA staff is available via email and phone from 9:00 a.m. to 5:00 p.m. (ET) to answer any questions you may have. Feel free to email us at [email protected].

Looking Beyond Today’s Industries and Jobs

By Pamela Kwartler, MA, IECA (NJ)

“There is a mismatch in talent pool and market demand, both currently and in the future. Though academic research often leads business, what’s taught in business courses is generally at least five to ten years behind the business sector.” Those words from economist and business leader Tess Mateo, managing director and founder of CXCatalysts, drive home an important point for IECs: what students learn in today’s business classes will not be enough. We must understand the world our students will graduate into to help them make choices that will propel them forward. Students and families who go on autopilot and reach for a career with a seemingly high ROI today may be surprised by the outcomes. The fact is that none of the fields we know will exist as they are today in the future.

In January 2016, the World Economic Forum introduced leaders of industry, governments, and civil society to the “fourth industrial revolution,” (see www.weforum.org/centre-for-the-fourth-industrial-revolution for more information), a term that CEOs, policymakers, and industry now use to describe how emerging technologies, such as artificial intelligence, quantum computing, 3D printing, and the Internet of things, are converging with humans’ biological and physical lives. New technologies will increasingly do more, to the extent that traditionally economically rewarding positions, such as financial analysts, accountants, finance and medical professionals, and even lawyers will become “redundant, and therefore replaceable.” Many Wall Street traders have had to reinvent themselves because their jobs have also been eliminated by technology. Business is evolving more quickly than ever before: large corporations are being broken up as business units are broken into yet smaller companies. Even 50% of the world’s medical services are delivered electronically.

How do IECs help students prepare for new markets and future economic success when the rules have changed? We often observe that it is students—who they are and what they bring to the world—that matter more than where they earn their degrees. An elite education alone will not necessarily provide the answer.

Democratic presidential candidate Andrew Yang is a Brown-educated, former corporate lawyer, dot-com executive, and CEO of a GMAT test prep company: a symbol of the meritocracy. Today, he doesn’t believe it should be the job of our institutions “to train 80% of our graduates to do one of six things—financial services, management consulting, technology, law, medicine, or academia in New York, San Francisco, Boston, Chicago, Washington, DC, or Los Angeles.” Yang blames the meritocracy for blissfully ignoring the country’s economic crisis and failing to fix problems caused by manufacturing job losses in middle America. The problems that need solving are even bigger than that. Fortunately, so are the opportunities.

Although there is great focus on STEM these days, all majors will matter, and students can study at a wide range of colleges. In 2015, world leaders agreed on the world’s biggest problems, which are collectively referred to the Global Goals or the 2030 Sustainable Development Goals (SDGs). (More information is available at https://sustainabledevelopment.un.org/?menu=1300.) For example, consider that tackling the individual problems caused by climate change will create new jobs worldwide. Along with solutions developed by engineers and scientists, environmental studies majors can explore how indigenous people have farmed sustainably for centuries. The skill of diplomacy will be essential to work cross-culturally and make progress within the worldwide community. As the water table rises and the carbon footprint expands, innovation in agriculture will continue to be a priority. These 21st-century businesses, unlike those that have benefited a small sliver of the first world since the 1980s, will improve the quality of life for all. Deep, nuanced thinkers will need to parse and define the ethics of evolving business models and, hopefully, enforce ethical regulations.

What Can IECs Do?

• Learn more about the fourth industrial revolution so that you help your students explore industries with increasing opportunities. Start by reading more at www.cnbc.com/2019/01/16/fourth-industrial-revolution-explained-davos-2019.html.

• Get smart about SDGs—consider using the global goals as a roadmap, then ask your students which topics they are interested in helping solve. These are big problems that will be around for a lifetime. Discover what passions and skills might be useful—there is a demand for many skill sets. (See page two of the following link to see all the goals and share them with your students: www.undp.org/content/dam/undp/library/corporate/brochure/SDGs_Booklet_Web_En.pdf.)

• Ask students what they can do during high school to develop their interests. Can they travel to explore global problems or spearhead local programs that focus on any of the SDGs?

• Research which colleges are positioning themselves to participate in solutions. For example, developing sustainable food systems is a major global problem (SDG #12), and many college agriculture programs are well-positioned to innovate, including Cornell, Ohio State, Purdue, UMass Amherst, PSU, University of Delaware, the University of Arizona, and the University of Illinois Urbana–Champaign, offer options for many academic levels. Some other examples include Goal #16 Peace and Justice (diplomacy, political science, international relations), Goal #11 Sustainable Cities and Communities (urban planning, construction, real estate), or Goal #7 Affordable and Clean Energy (environmental or civil engineering).

We can guide our students toward fulfilling college experiences that incorporate research, productive study abroad programs, and internships that will lead to employment in fields that truly allow them to impact their world—and ours.

Pamela Kwartler, College Process Counseling, can be reached at [email protected]