Use the SMART principle to describe your extracurricular activities

In today's competitive world, high school students are constantly on the lookout for ways to stand out from their peers. One of the ways they can achieve this is by participating in extracurricular activities. Extracurricular activities not only help students develop their skills and interests, but they also look great on college applications.

However, simply listing extracurricular activities on a college application is not enough. Admissions officers are looking for students who can articulate their experiences in a meaningful way. This is where the SMART principle comes in.

The SMART principle is an acronym that stands for Specific, Measurable, Achievable, Relevant, and Time-bound. When describing their extracurricular activities, students should keep these five elements in mind.

Specific

First, students should be specific about their roles and responsibilities within their extracurricular activities. For example, instead of simply listing "member of the debate team," a student could say "researched and presented arguments on various topics as a member of the debate team."

Measurable

Second, students should provide measurable accomplishments. This could be a specific award they won, a fundraising goal they met, or a project they completed. For example, a student who organized a charity walk could say "raised $5,000 for a local nonprofit organization through the planning and execution of a charity walk."

Achievable

Third, students should make sure their accomplishments are achievable and realistic. Admissions officers are not impressed by grandiose claims that are not backed up by evidence.

Relevant

Fourth, students should ensure that their extracurricular activities are relevant to their personal and academic goals. For example, a student who wants to major in environmental science could highlight their involvement in a local conservation organization.

Time-bound

Finally, students should include a time frame for their extracurricular activities. This helps admissions officers understand the depth and duration of the student's involvement. For example, a student who played on the varsity soccer team for all four years of high school could say "played on the varsity soccer team for four consecutive seasons, earning two All-Conference honors."

By using the SMART principle to describe their extracurricular activities, high school students can make their college applications stand out and showcase their accomplishments in a meaningful way.

Furthermore, the SMART principle is not only applicable to college applications but also to resumes and career development. By applying this principle in describing their work experiences, individuals can communicate their accomplishments and skills more effectively to potential employers. Additionally, the SMART principle can help individuals set and achieve realistic goals, leading to greater success and satisfaction in their careers.

In conclusion, the SMART principle is a useful tool for high school students to use when describing their extracurricular activities in college applications. By being specific, measurable, achievable, relevant, and time-bound, students can highlight their accomplishments and stand out to admissions officers. Moreover, individuals can continue to use the SMART principle throughout their lives to achieve their goals and advance their careers.