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College Planning Simplified
The Common App Activities List: What Admissions Officers Really Notice
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We talk with Brooke Willette, Assistant Director of Admissions at the University of Vermont, about why the Common App activities list is one of the most underestimated parts of a college application. We share how admissions readers scan it, what makes descriptions stand out, and how authenticity and context can matter more than a long list of titles.
• The real purpose of the activities section as a window into excitement, belonging, and campus fit
• How quickly readers review activities and why strong headers and roles matter
• Why quality beats quantity and how to move from “should” to genuine passion
• How to choose which ten activities to include when you have more than ten
• Whether the order of activities matters and how categories can help readers
• Common mistakes in 150-character descriptions and how to be clear without repeating yourself
• When and how to quantify impact with numbers without obsessing over exact hours
• Redefining leadership beyond formal titles and highlighting quiet leadership
• Valuing jobs, caregiving, and non-school responsibilities as real involvement
• Including unique hobbies to add dimension and memorability in holistic admissions
• What students overthink versus what admissions officers actually weigh
• Adding context in Additional Information so changes in activities make sense
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Welcome And Guest Introduction
SPEAKER_00Feeling overwhelmed by college admissions? You're not alone. Welcome to College Planning Simplified. I'm your host, Stephanie D'Astusa with Advantage College Planning. Each month, I'll sit down with industry professionals and consultants to bring you expert insights from across the admissions landscape.
SPEAKER_01Clear strategies, honest guidance, no unnecessary stress. Let's simplify this together. Hello, listeners. Today I am so excited to introduce to you our guest, Brooke Willette, who is Assistant Director of Admissions at the University of Vermont. Welcome, Brooke. Thanks so much for having me, Stephanie. Well, I brought you on today because after your session at our professional conference on the activity list, I was so excited to pick your brain a little bit more about this, what I consider an undervalued or underestimated part of the common application, which is the activity list. So thanks for joining us. And I'm excited to hear your insight about the activity list.
SPEAKER_02Yeah, I'm thrilled to be here. So thanks for coming to the session. I know it was the end of the day, and then also for having me on.
SPEAKER_01Well, it was really well attended. And I think it's because counselors realize that this is such an important piece of the application that so often is glazed over by students. You know, right now we are in the trenches of working on applications with our rising seniors, and they are so nervous about the personal statement. All they can think about are the essays. And while that's fine, I think we need to pay a little bit more attention to the activity list and how we approach it and how it is evaluated on the other side of the desk. So I'm gonna start by really digging into what you see as the purpose of the activity list. When you open a
What The Activity List Reveals
SPEAKER_01student's application, what role does the activity section play in helping you understand who they are?
SPEAKER_02Yeah, that's a great question. I think I would agree that uh it is, I think, one of those things that students kind of think about, but maybe it's not at the forefront of their mind. And for us, you know, really I love to dig into that section, really is figuring out, you know, what excites the student. You know, what are they maybe going to do when they come to campus? What community are they going to find? How are they gonna find their sense of belonging? And so it really does kind of peel back that layer that I think so often we see to an extent if we're fortunate enough to get to, you know, do what I do and travel and meet students, but of course we're not meeting every student before we read their application. And so the activities really kind of pull back that curtain and really allow us to see kind of where the student will fit into the campus community when they get to us.
SPEAKER_01I love that. And I know my next question is really dependent on the institution, but you working at the University of Mont Vermont, how much time do you typically spend reviewing this activity section? And what immediately catches your attention?
SPEAKER_02Yeah. So for us, I think it's kind of like you said, the favorite answer, I think, in admissions, it depends, right? Um, you know, at first glance, we're not spending 10, 20 minutes. We're really kind of doing a quick glance. And that's why I tell students like those headers are really important. Those are really the things that are catching our attention. And it's not necessarily just, you know, football or lacrosse or sports. Those are important. We want to know what sports you play, but it really is kind of the position within your organization or the club or internship job, whatever it may be, that really kind of helps us kind of take pause. Not that we're not diving into the details. We definitely are reading the descriptions, but in that kind of quick preliminary glance, we're able to go down and say, like, okay, the student is involved in these various parts of their community, really kind of helping us again, really kind of tailor that quick glance is to say, okay, this is where we're thinking the student may be able to find their group or kind of their community when they get to us.
SPEAKER_01I think you mentioned an important point in that you are you are well trained. All admissions officers and directors and professionals, even though you don't have the luxury of sitting with it for 30 minutes, your eye is well trained to know exactly what you're looking for and you could do it at a great pace. So what they write matters, their headers matter. And for you to figure out kind of where their impact lies within their organization, students often worry that they don't have enough activities. You know, we are coming into senior year
Quality Over Quantity In Commitments
SPEAKER_01and they're like, what else can we pile on? What else can we do? What would you say to a student who only has maybe five or six meaningful commitments?
SPEAKER_02Yeah, this question, it always makes me laugh. I'm a huge Gilmore Girls fan. I grew up in the era of Gilmore girls, and every time I get a question like this, I'm reminded of Rory Gilmore and her pink hammer panicking after the college panel that they did, which always kind of makes me chuckle. And what I say to students is it's not about the quantity of activities for us. Really, it's about the quality. I would rather see students who are showing genuine passion. And for some students, that genuine passion is going to be having a laundry list of activities because they love to be involved. They love to do a whole bunch of things, they love to kind of try everything out. But you're seeing kind of that desire to kind of try different things throughout their whole application, right? So you can kind of tell which ones are kind of maybe Rory Gilmoreing it and maybe which ones are genuinely interested in all of that. But I would rather see for those students who are maybe not interested in a million things, I would rather see you write about your three, four, or five, six, however many meaningful commitments. And for some students, you know, we also have to remember they don't have the luxury of having infinite time. They're going to school all day, uh, and maybe they have responsibilities outside of the classroom. I would rather see all of those really diving into the quality of those activities as opposed to feeling like they need to panic senior year. Ultimately, you know, senior year, once you get there, you only have so much time in senior year, right?
SPEAKER_01So for us, more about quality than quantity, I would say. I love that. You know, the question I ask often when a student says, but I feel like I should be volunteering. I feel like I should be joining this club and really questioning that word should and um asking why. And that moves it to a passion, it moves it to meaning. And like you said, you can see, you can see if it's authentic or not. Um, you can feel if they just are checking the boxes. So I think that moving from I should to I want, right? Or I desire to do this. For that student who is super involved and say, like the mayor of their high school, and they have a plethora of activities. How could they, how do they decide which 10 activities? Because parents, if you're listening, there are only places for 10 activities on the common application. How can they decide which activities to include if they've done much more than that?
SPEAKER_02Yeah, there's a couple things I think that students can do. You know, if students have the luxury of being able to connect with the admissions counselor for the school that they're applying to, they can always ask the counselor, you know, do you accept a supplemental if they want to make sure everything is included? You know, I tell students all the time for the purposes of when I work with students, they're always welcome to email me because I want to get to know students. So that's kind of an unofficial way. But when you're looking at the common app and really trying to decide what are the 10 that are going to fill these spaces, I think that what's important is a couple of things. One, if you're talking about an activity, maybe your whole essay is about a certain activity and you're really trying to kind of make the most of the limited space you have, maybe you don't necessarily need to include that activity in the list. If you're talking about it at length in the essay, because we're gonna see it when we turn the page, right? Another thing you can do that I think some students like is simply, you know, where are they spending the most time? What are they the most passionate about, kind of listing it out from there. And then, you know, for some students, they'll say, like, okay, yeah, I did those two things and I still have a bunch of activities. If they've done both of those things and then they're trying to figure out like maybe what goes in those last one or two spaces, sometimes what can be helpful for them is to take a look at what they've already listed, what they still have to list, and find what's maybe a little bit different than what they've already included. Again, showing us another layer to them, I think can be really helpful. So those are kind of how I would go about figuring out how to make the most of those few spots that they've got.
SPEAKER_01Thank you so much. And what a great tip that you mentioned. And I know this is specific to you, but maybe other institutions as well, is that a student can reach out to their um to their staff member who's um connected to their regional area and just form that relationship and share information that maybe doesn't fit
Choosing And Ordering Your Ten
SPEAKER_01on their common application, maybe using the additional information session. But there are ways to make sure that every nook and cranny is used, right? Absolutely. The common application states that a student should list their activities in order of importance. And you cannot imagine the stress that I see of, but should it be three or should it be four or should it be? So can you help us understand how important is it in the way that students order their activities? And this may change from institution to institution, but for the University of Vermont, how important is this order? Sure.
SPEAKER_02It definitely does change institution to institution. I think that's why our favorite phrase is it depends, right? You know, for us, ultimately at UVM, we really are looking to create a really kind of exciting student body. So we have a ton of things students are involved in. One thing about UVM students is you will not be able to say they're not involved. They are doing a little bit of everything. So for us, in in kind of the spirit of full transparency, I don't personally have a preference in terms of what I think is most important or how students choose to list it, right? Because what I may say is most important may be different than what the student says. I will say, just as like a practical kind of thing, as we're reading, I think as readers, our eyes and our brains are naturally trying to categorize things. And so what I find, whether I'm writing my own to-do list or I'm reading, is often I will try and categorize, you know, athletics are all kind of in one spot or uh community services all in one. And the Common App does a great job giving students that category option. So we are able to see it that way. But sometimes, you know, if if a student's brain works like mine, sometimes I find it helpful to maybe not necessarily put the individual activity that is most important, but what category of activity is most important to the student? What do they want us to see first thing and really kind of look at it a little more broadly? Maybe might take a tiny bit of the applications for SLA.
SPEAKER_01Okay, thank you so much. Looking back at the session that you spoke at at our conference, it was really dedicated to the description
Writing Better 150 Character Descriptions
SPEAKER_01section of the activity list. And students are allowed 150 characters, which is my goodness, not a lot, to describe their activity. And so what are some common mistakes you see students make when writing these descriptions? Sure.
SPEAKER_02I think there's two I would say common things that I see for students. The first is describing kind of the activity in general. So meaning if they are a baseball player, they are using the description to say our school has a baseball team and I play on it, right? If you're telling me that you play baseball, I'm I'm assuming that you play on a baseball team since it's a team sport. So I would rather see them use that description to say, like, this is what I did, this is what I contributed to my team in this role in this position during this season or what it may be. So that's the first one I would see. And the second one, as silly as it sounds, because 150 characters really is not a lot at all. But it is shocking how much repetition exists in 150 characters. One of the things that I caution students on is that being super descriptive is important. But what's just as important is being clear and concise. And sometimes you may need the 150 characters to describe something, and sometimes you might not. And that's okay. And so if you really don't need 150 characters to describe something well, don't feel like you have to repeat yourself just to fill the word count.
SPEAKER_01If that makes sense. That does make sense. That's such great advice. And listeners, these activity descriptions are not written in full sentences. Fragments are perfectly fine. That's what be concise and make it personal, right? They understand what it means to be on a baseball team. They understand what it means to be in a cooking club. But what did you bring to the table? How important is it for you for a student to quantify impact with numbers? And I ask this because for me, it feels important. I want to see if they've if they've grown a club from what number to what number, if they've raised money. But how do you how do you value quantifiable impact?
SPEAKER_02Yeah, it's definitely important. And I say that with a big asterisk because some students are going to have that sort of quantifiable data. You know, if you founded a club or you have made kind of significant growth, you know, you're able to see that right year over year, how many more students are are joining, things like that. If you're in a leadership position that has an actual name, then you're able to kind of quantify that. So if you have it, we definitely want to see it. Now, the caveat to that is at least once a year I'll get an email from a student that says, you know, I've been in this club since my first year of high school, but some weeks I spend, you know, a few hours, some weeks I spend less, some are more. I didn't keep track of the exact hour, minute, second that I was doing something. I'm not expecting them to have an hourly log of exactly how much time they're
Impact, Numbers, And Real Leadership
SPEAKER_02spending. But we do like to see, you know, the number of years they're in something. So certainly very important if you have the quantifiable data to include it. But if you don't have it, there's also ways for you to be able to describe your impact without those numbers for sure. Thank you so much.
SPEAKER_01That's really helpful. Let's switch conversations now and talking about leadership and how you view leadership. So often I have students who are nervous and they say, I've I was not captain. I didn't found anything. I wasn't president. Does that mean I'm not a leader? Does that mean that my activity isn't worth as much as the next? So many of them think that they need this formal leadership title. How do you define leadership?
SPEAKER_02Yeah, formal titles are great for sure. But again, they're they're not something that's always going to be accessible to students. And so for us, when I'm looking at a student and I'm able to say, you know, like this student is demonstrating leadership. I'm defining it really in the context of what they're telling me they did. You know, maybe a student was caring for younger siblings or family members. That is leadership to me, right? You're demonstrating that you are able to really mentor the people in your life. Maybe you weren't captain, but you were kind of the one who was always getting folks together, really kind of taking maybe the newer team members or club members under your wing. That to me is leadership. And so it's less a matter of having formal titles. If they're there, awesome. If they're not, that's okay. And more about, again, that experience and what they're bringing and kind of demonstrating. You would be shocked. Uh, well, you may not be, but I think students would be shocked to know how many applications I read in a year where the student mentions nothing about being a leader, and nearly every recommendation is calling out their leadership skills. So just because you don't have a formal title does not mean you're not a leader in your community.
SPEAKER_01I love that. I think what you're really talking about is that quiet leadership that speaks volumes. Um, we can see loud leadership. That's that's easy to point out, that has the fancy titles. But exactly, were you the student who brought people together, formed community? Were you the student who packed up after practice and waited for the last cross-country runner to cross the line before you drove home? You know, those are the things I think that are underestimated as students are doing these activity descriptions. How do you evaluate students who have significant responsibilities outside of school, like jobs, or you mentioned
Jobs, Caregiving, And Unique Hobbies
SPEAKER_01caring for siblings? It's it's not these, you know, activities that are structured. But um, I see a lot of students who have to be home after school because the parents aren't home and they're caring for their younger siblings. How do you evaluate those kind of activities?
SPEAKER_02Yeah, you know, I think involvement looks different for everyone, right? The same way that everybody is experiencing life differently. And so for us, students who are working or caring for family members, or maybe they just simply have other responsibilities they have to be home for. That to us is equal and just as important as a formal school club or athletics event or something like that. I always talk to students who think like, well, it's not really an activity. Like, do I put it there? And I feel like sometimes I startle them because I'm like, please put it there, make sure it's in there. So for us, it's it's super important to see that because again, we want to see what are students doing outside of school, outside of your homework? What are what does your life look like? And and how does that shape kind of where your involvement is lying?
SPEAKER_01Yeah, it's definitely putting things in the context of their life experience. Walking away from the conference, I was I was grateful that schools seemed to be valuing jobs, part-time jobs, much more, I feel like than before. And someone said a really interesting tidbit. They said a job is probably the first time where a student, where they didn't have to choose you, right? All too often students can sign up for clubs. If they don't make varsity, maybe they'll make JV. But when they apply for a job, they don't have to hire you. So why did they? And oftentimes it's the first time where students maybe took care of someone else or cleaned up after someone else. So we're seeing character come through, which is exciting because I think that is a uh a part of the application that needs to be looked more deeply at. If a student has a unique hobby or a passion that isn't traditionally impressive, maybe like knitting or collaging. I was talking to a student who's uh really into collaging. Should they include this?
SPEAKER_02I think they absolutely should. Again, maybe the activity section, if they have space, is a great spot to put that. If they are, you know, if space is at a premium in that section, maybe they're putting it in additional information. But I think they absolutely should include it. Again, so many institutions and and UVM included have holistic admissions. Review, right? So we're looking at everything. And I really like to think of that as kind of putting the pieces of a puzzle together and really trying to gain an idea and understanding of who the student is. And so if there is a unique hobby or passion or something that's really important to you, absolutely include it. We also like we love to kind of share all of the cool things that our applicants are doing with one another when we're reading. It kind of breaks up the reading day. And so a little bit selfishly. We always like to try and have the coolest hobby on one of the files we're reading. So definitely put it down. At the very least, you're you're sure to make somebody smile when they're reading your application.
When Activities Change The Whole Read
SPEAKER_01I have two ukulele players. Fantastic. Yeah, so cool. Brooke, I want you to think back. And I know that it's fun to talk with your colleagues about um applications you've read, but can you tell us about an application where the activity section, after reading it, completely changed your understanding of a student?
SPEAKER_02Yeah, I think people are shocked when they ask a question like this to us, in that the answer is it happens significantly more than I think students and and families maybe realize. It's not necessarily, I don't think I've ever had a situation where I've thought like, oh, this, you know, this student has a totally different personality than maybe what I was expecting. But often I'll kind of get to the activity section. I usually just personally, I like to read kind of different parts of the application first or kind of differently. And so I'm looking at more of the quantifiable data first or whatnot, depending on my mood that day. And I think one of the coolest things that I've ever had is when I was reading an application and I could very quickly tell what the student wanted to study. Academics, I knew exactly what they were going to major in, and kind of I could see what you know library they were going to spend the most amount of time in with us if they chose to come to UVM. But I got to the activity section and it was the coolest mix of activities that I think I had seen. The student was working and then they realized that they uh they'd been working at an animal shelter and they realized that they loved animals more than they thought. So they started training service animals as a volunteer opportunity, right? And then they kind of went on this whole bit and they expounded on it in their essay about how they started fostering different dogs and cats and things, uh, and got their neighbors and their family involved and all of that. And so it became this really cool kind of experience of seeing just how much things outside of the classroom can impact students' lives. And that to me was a really great reminder of just kind of how how much the activities can mean to a student, even if they have nothing to do with what they maybe want to study.
SPEAKER_01Absolutely. That sounds cool. Love that. Do you have an example of an ordinary activity that became extraordinary because of the way the student described it?
SPEAKER_02Yeah, I think the one that comes to mind the most is I had a student a number of years ago, and I remember their activity said something along the lines of music performance. And, you know, they had put a little note that they kind of composed their own music. But in the details of their activity, they had written about how they during the pandemic, they started recording their practices and their performances and sending them to their family members who were recovering from um different health issues. And so some of them were in the hospital or they were in a nursing home. And that to me, I think was one of the most extraordinary things because you were able to really see again, like really quick music performance, you know, okay, that could mean you're in a choir, that could mean you are in a band at school, it could mean all sorts of different things. But really, kind of seeing how they were taking their gifts and their talents and again sharing it with their community and also just how much it meant to them individually is one of the things that I think looking back on the now thousands of applications that I've been privileged enough to read, that one always kind of touches my heart in a really special way.
SPEAKER_01I love that. Thanks for sharing that. Have you ever admitted a student whose activity section was surprisingly simple? And if so, what made it compelling for you? Yeah, absolutely.
SPEAKER_02I think simple doesn't mean bad. And I really want students to kind of get out of that mindset that they have to have something that's super complex and nuanced. Again, some of them will, some of them won't. Simple is not a bad thing. Simple is great if that is genuinely who you are. I think what makes us maybe a simple activities list compelling to us is when you're able to tell that the student is genuinely passionate about what they're doing. They're choosing to dedicate their time to maybe one, two, maybe three at the most things. They're choosing to spend every second that they're not doing school or homework in one of those activities. And I think that that really shows a level of dedication. It shows commitment. In some cases, it's showing really strong resilience, depending on what they're doing, right? And it's it's really kind of exciting to see when a student is able to really kind of dive in and focus in on their passions.
SPEAKER_01Thank you so much. I hope this is demystifying things for parents and students listening. You know, this is a nerve-wracking time. And that and students seem to be overthinking the ways that they um explain themselves.
What To Stop Overthinking
SPEAKER_01They're, they're just, they're questioning themselves. You mentioned before, do I put the two hours that I dedicated, or is it two and a half hours, or, you know, it's the details that they're worrying about. What is something students spend far too much time worrying about that admissions officers don't actually care much about?
SPEAKER_02Yeah. I think one of the things, and again, within the context of UVM and how we review, one of the things that students spend a lot of time worrying about that I think that maybe it's important, but also sometimes I think they can get a little bit too hung up is having the perfect word or the perfect phrase. Spell check is important, grammar is important, definitely proofread every part of your application and your emails. It's just a good rule of thumb, I think, for everybody. But we are humans at the end of the day on the other side of the screen reading your application, and we understand that sometimes, you know, mistakes happen. We want you to do your best, but we don't expect to have the next perfect 100% error-free greatest novel, right? Or greatest activity section. So I think having the perfect phrases or the catchy phrase or the most memorable phrasing or something like that is sometimes what gets students really hung up. I like to recommend to students, you know, write it in a way that is, again, checked and proofread, but write it in a way that maybe sounds very similar to your voice when you're having a conversation with somebody. That's the best way to really be able to say, like, is my personality, is my voice coming through my application? Is does this sentence sound like something I would say if Brooke and I were talking at a college fair? Right. This, you know, something that feels really true to who I am sometimes can maybe help with that sort of thing.
SPEAKER_01Brooke, do you have another hour to chat? Because this can go right into writing the personal statement and just, you know, emphasizing that the student's authentic voice, you know, right how you speak is is so important. I'm joking. I know you don't have another hour, but it it but that's really valuable information. Um okay, on the flip side, what's something students often underestimate that actually carries significant weight?
SPEAKER_02I think explaining their circumstances is something that I think sometimes students don't think about. And what I mean by that is I don't expect every student to have some one like kind of wild circumstance or something different. But in those moments where maybe there is something that was either preventing them from doing something or was the catalyst for them joining in the case of activities, maybe joining a club or starting something new or whatnot, students sometimes I think think that we as admissions counselors or readers are gonna know why they chose to do that or the motivation behind it or the circumstances that led to it. And, you know, we don't. We only know what you're telling us. And so if there's something that's really important and integral to your activities or to your ether or any part of your application, finding a place to put that in is really important. Again, it doesn't have to be a super long-winded explanation, but sometimes those are just super helpful to be able to be like, oh, this makes more sense. Again, really putting context behind the things that students are doing.
SPEAKER_01Okay, here's a case study. Working with a student has dedicated their life essentially to soccer, club soccer, school soccer, soccer, soccer, soccer, and senior year. They just don't have the time, right? There's only so many hours in a day. And they got this awesome internship that I'm super excited about, and they can't play soccer. So you're gonna see soccer ninth, 10th, 11th, you're gonna see an increased responsibility and leadership, but no soccer 12th. I think that it is worth providing that contextual information uh and maybe utilizing the uh additional information section. What's your take on that?
SPEAKER_02I think absolutely, if we don't know why they they stopped playing soccer, we're like, oh, did they not like it anymore? Did something happen? Are they okay? Did they get too busy, right? It leaves kind of this question. So definitely providing the context is super important. Again, doesn't have to be anything crazy. In that situation, I think, you know, having a bullet either under soccer or even under the internship spot, wherever you have more room that says, you know, 12th grade internship took up X amount of time, had to give up soccer. You know, we get that. That's totally fine. But if we don't have the explanation,
Authenticity, Fit, And Final Advice
SPEAKER_02it can lead to more questions than answers. And you want to be as certain as you can when you're reviewing all of these.
SPEAKER_01Absolutely. Thank you. All right, Brooke, if you could give every rising senior just one piece of advice before they complete their activity section, what would it be?
SPEAKER_02Yeah, that is a great question. I think there's a ton of advice that we could give. But for the purposes of one, I think the biggest thing that I say to students is don't try to be something or someone that you're not. Don't try and write activities and don't, you know, pull a Rory Gilmore and try and join a million clubs just because you think that's what we want you to do. Because ultimately you're not going to be happy and you're not going to be able to find your community, right? And as stressful as this process is for students, and we know that that the college process is probably one of the most stressful things I think students will will go through, especially within their kind of high school career. As much as admissions offices and schools are admitting students and selecting students, and you're you're trying to get those acceptance letters right, you also want the process and the application process to be something that is really finding a fit that is right to you. And if you try to be something or someone that you're not, you run the risk of ending up somewhere that's not the best fit for you. So really keeping that in mind in that, yes, this is stressful. Yes, you want to get into the places that you're applying, but you also want to end up in the place that's the best for you. I think sometimes can help students as they're figuring out certainly the whole application, but the activity section as well.
SPEAKER_01That is so important to remember. You know, I tell students, if you're gonna wear the mask to the masquerade, you better keep it on for four years. And you just hit the nail on the head is they're looking for fit and be who you are because you want to match up with an institution who welcomes you for you. So thank you so much. I hope that you have an enjoyable admissions reading season. I'm excited about the seniors that I'm working with, and I know that you have a lot ahead of you. And I really appreciate the time that you took to talk with me and share your insight.
SPEAKER_02Thank you for having me. This is great. Thanks for all that you all do as well. And students, I know it's a lot coming up for your senior years, those of you who are applying, but just remember to breathe and you've got great support all around you. So utilize your resources for sure.
SPEAKER_00Thanks for listening to the College Planning Simplified Podcast. If today's episode resonated with you, please subscribe, leave a review, and share this podcast with someone who needs study guidance right now. I'll see you next time.