LEARN NC

K–12 teaching and learning · from the UNC School of Education

College admissions

This lesson plan teaches students about the college admissions process and the concept of minimum requirements for university admissions.

A lesson plan for grades 9–12 Guidance

Provided by College Foundation of North Carolina

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Learning outcomes

  • Students will learn admissions requirements for one to two selected colleges and will gain awareness of the UNC minimum course requirements.

Teacher planning

  • “College Admissions” activity sheet
  • Download a copy of CFNC’s “UNC Minimum Course Requirements” publication at CFNC.org located under “Resources/videos” and “Helping you Plan”or download this PDF from CFNC.

Technology resources

  • Students will need to create a login on the CFNC website in order to complete all the activities.

Activities

  1. Hand out the “College Admissions” activity sheet.
  2. Talk to students about the UNC minimum course requirements (see page 2 of the “College admissions” activity) and some typical requirements for out-of-state colleges. Ask students to think about the typical admissions requirements for universities and community colleges.
  3. Ask students to turn to the “College admissions” activity sheet and read the section on college admissions. This will help them understand why some colleges are more selective than others, and help them understand why it is important for them to do well in high school.
  4. Ask students to share what they think the college admissions process is like. In other words, how do colleges pick students? Some students may not be aware that some colleges are more selective than others are. Even community colleges with open-door policies can be selective about admission into certain programs — like nursing, for instance.
  5. Have students find out admission requirements for the college they are interested in and then write down the average GPA, freshman test scores, and other features of that college. Where would students plot their college(s) using the continuum in the activity? Emphasize that they can get a great education at all types of colleges. Just because a college is more selective does not mean it is a better choice for them.
  6. Encourage students to use their CFNC portfolio to keep up with their extracurricular activities, honors and awards, and grades. This information will make it easier to use CFNC.org to apply for colleges, since it will be transferred to college applications as they begin to create them.
  7. Ask students to list the things that they like about each of the two colleges they selected and compare the two campuses based on what they are looking for in a college.

North Carolina curriculum alignment

Guidance (2001)

Grade 9–12

  • Goal 2: Complete school with the academic preparation essential to choose from a wide variety of substantial postsecondary options.
    • Objective 2.12: Use problem-solving and decision-making skills to assess progress toward educational goals.
    • Objective 2.14: Consider post-secondary options consistent with interests, achievement, aptitude, and abilities.
  • Goal 5: Employ strategies to achieve future career success and satisfaction.
    • Objective 5.10: Assess and modify their educational plan to support career goals.

  • North Carolina Essential Standards

    • Guidance (2010)

      • Early Independent

        • EI.CR.3 Understand the relationship among personal and academic decisions, career expectations, and future life decisions. EI.CR.3.1 Understand that the changing workplace requires lifelong learning and the ongoing acquisition of new skills. EI.CR.3.2 Select...
        • EI.CR.4 Understand the connection among attendance, collaboration, course selection, grades, grade point average, undergraduate admission, career expectations, and life goals. EI.CR.4.1 Re-evaluate your educational plan to support appropriate career goals,...

      • Independent

        • I.CR.3 Understand the relationship among personal and academic decisions, career expectations, and future life decisions. I.CR.3.1 Demonstrate how to write an effective résumé and how to use a résumé in a job search. I.CR.3.2 Demonstrate the knowledge...
        • I.CR.4 Understand the connection among attendance, collaboration, course selection, grades, grade point average, undergraduate admission, career expectations, and life goals. I.CR.4.1 Apply decision-making skills when implementing career planning, course selection,...