college advice | stats & ECs that got us into bowdoin and northwestern

Main Ideas, Concepts, and Lessons

• Purpose of the video: Two students share real admissions statistics (academics and extracurriculars) and advice to help future applicants understand what mattered for getting into Bowdoin and Northwestern.

• Comparing two paths into college:

  • One speaker transferred into Bowdoin, explaining both her high school performance and her pre-transfer college experience.
  • The other speaker is a recent high school graduate headed to Northwestern, sharing her stats and experiences.

• Academic profile matters, but it’s not the whole story:

  • Applicants shouldn’t assume they must be “extraordinary,” or that admissions is purely numbers-based.
  • Admissions officers use stats, but they also evaluate how students connect their experiences through essays and activities.

• Essays are most effective when they’re specific and authentic:

  • Personal statements and supplementals should clearly answer:
    • Why that school
    • How you’ll contribute (a two-way relationship)
  • The best essays come from genuine interests—“nerd out” rather than forcing a generic or overly emotional narrative.
  • Humor and personality can strengthen writing when it matches the applicant’s voice.

• Personal planning should be flexible:

  • Don’t obsess over a rigid 4-year plan—life changes (including major events like a pandemic).

• College “fit” beats prestige:

  • Prestige isn’t required for success.
  • The value comes from relationships, learning opportunities, and consistency.
  • Applicants should apply only to schools they genuinely believe they can thrive in.

• Application strategy tips:

  • Avoid applying to “too many” schools if it dilutes focus.
  • Preparing supplementals and Common App components thoughtfully (including dividing content across required essays) can help cover key themes.

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Methodology / Instructions Mentioned

Personal Statement Strategy (especially for transfer)

• Use a growth-and-fit approach

  • Don’t make the statement only a timeline.
  • Emphasize:
    • what you learned
    • how you grew as a scholar
    • how the target school supports your academic journey

• Be specific about the school

  • Mention relevant programs/departments you researched (e.g., humanities/English strength).
  • Avoid “name dropping” as the main strategy.

• Write to demonstrate two-way fit

  • Include both:
    • why you want to be there
    • how you can contribute

• Map your resume/experiences into the correct essay slots

  • Create a mind map beforehand.
  • Assign parts of your profile across:
    • personal statement
    • supplementals
    • Common App essay (and other required components)
  • Goal: ensure you hit the intended points.

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What to Write About in Essays

• Personal statement: prioritize passion over performance

  • The essay doesn’t need to be fluffy, highly emotional, or trauma-centered.
  • Write about what you’re genuinely passionate about—even if it’s academic.
  • If passion is more easily expressed academically (e.g., science/astronomy), that can still work well.

• Supplemental essays: be concise and memorable

  • Space is limited—get to the point quickly.
  • “Nerd out” is encouraged:
    • write about things you genuinely like (e.g., one example mentioned Spider-Man)

• Make content uniquely identifiable

  • Include something that cannot appear elsewhere on the application.
  • Using specific interests can make you more memorable and more “human” beyond grades/scores.

• Humor is acceptable

  • Be funny if it fits your voice.
  • One approach mentioned: a pun or playful opening line and jokes.

• Avoid overly generic, trend-driven emotional templates

  • One speaker contrasted a more cliché “mushy” Common App essay with a later transfer essay that was more academic in tone—driven by real interest.

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College List and Decision-Making Approach

• Don’t lock yourself into a decision too early

  • One speaker avoided committing to an early decision target and chose later (still late in the cycle) once she found a true fit.

• Apply only where you believe you’ll thrive

  • Build a shortlist based on:
    • intended major / academic environment (e.g., liberal arts vs. other models)
    • class size preferences (small/intimate vs. larger settings)
    • personal priorities (e.g., closeness to a city may matter to some but not others)
  • Don’t let other people’s opinions override your own sense of fit.

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Specific Stats and Accomplishments Shared (as Presented)

Speaker: Catherine (Bowdoin student; transfer student)

High School Academics

• GPA: 3.7 / 4.0 (no weighted GPA)
• SAT: 1550 / 1600
• PSAT: 1490

• IB coursework (various HL/SL), including:

  • AP/IB mix, including:
    • AP Lang
    • IB Econ HL
    • IB French levels
    • IB History (America) HL
    • IB World Lit HL
    • Theory of Knowledge / IB Research Seminar (for IB diploma)
  • Senior year included more science/math/history coursework (e.g., IB Math SL, IB French 5 SL)

• Senior year note:

  • Took advanced math (multivariable calculus weighted as an AP course)

• AP policy constraint mentioned:

  • Could not take AP courses until sophomore year

• AP exams taken (total nine by graduation):

  • AP Calc AB
  • AP Physics 1
  • APUSH
  • AP Lang
  • AP Bio
  • AP Chem
  • AP Literature
  • AP Spanish Language and Culture
  • AP Calc BC (exam taken for credit while already having taken Calc AB)

• AP results:

  • All 5s for junior-year exams
  • AP recognition described as “Scholar with distinction/honors”

College Academics (before transferring to Bowdoin)

• GPA: 4.0
• Honors structure: 14 of 22 courses were honors
• Weighted GPA: not mentioned

Weighted High School Outcomes

• Unweighted GPA: 4.0
• Weighted GPA: 4.5
• Rank: valedictorian
• SAT: 1590 / 1600
• AP-related testing:
  • One mention of a “PAT” score as 1520 / 1520 (subtitle text unclear; likely intended as a different exam)

Note: Some testing labels/timing appear inconsistent or unclear in the subtitles (e.g., “PAT”).

Extracurriculars and Awards

• High school:

  • Co-editor and chief of school newspaper
  • Co-president, Model UN club
  • President, Key Club
  • Volunteer at Boys and Girls Club (violin instructor)

• College (Bowdoin pre-transfer):

  • Co-president of the honors association
  • Editor-in-chief, campus literary magazine
  • Johns Hopkins University student researcher (10 weeks) on a competitive stipend (summer 2024)
  • Manhattan School of Music pre-ol (classical violin major) for 2 years
  • Founded local HOSA chapter; president for 3 years
  • Vice president of local Asian-American Alliance chapter
  • National Honor Society e-board member

Personal Statement Approach (transfer application)

• Focused on research experience (Hopkins) as a story of learning and growth
• Tied that learning to Bowdoin’s Humanities programs / English department strength
• Emphasized strong writing includes:
  • why that school
  • how you contribute
  • and distributing themes across multiple essays

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Speaker: Emily (incoming Northwestern freshman; Catherine’s sister)

Academics

• Major: Neuroscience
• Minor: Math
• Track: pre-med
• (Subtitle does not provide full GPA/SAT details; numeric stats provided appear to be Catherine’s.)

Extracurricular Details

• Subtitles largely focus on Catherine’s extracurriculars and personal statement content.
• Emily contributes general advice and perspective, rather than a complete activity list.

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Speakers / Sources Featured

• Catherine — Bowdoin College student; transfer student (English major)
• Emily — incoming freshman at Northwestern University; Catherine’s sister
• “An admissions officer” — referenced as a source of advice (name not given)
• Johns Hopkins University — cited as a research program (Catherine’s researcher experience)
• Manhattan School of Music — cited as the pre-ol violin program
• College Board / AP context — referenced indirectly (e.g., AP score timing, prompts), not as a named speaker