Choosing a college is a daunting task. As a harp teacher, I believe that I serve my students best by giving them a framework that allows them to evaluate their options in terms of environment, cost, and outcome.

Students usually have a preference for either a big or a small school, one far away or close to home, but helping them explore the distinctions between a general course of study, a music major or minor, or conservatory training can open their eyes to possibilities they hadn’t considered.

The strategy I like to use with my students is to engage them in a process of discovery. This helps the student and parents recognize what options are available for harp study in college, and it can be very helpful in establishing clear lines of communication and building trust.

I begin working with my students on their college plans in their junior year of high school. By January of their junior year at the latest, I work with them on a series of assignments that “reverse engineer” the college choice process. And I keep the parents in the loop so they can learn from this process too.

First, it’s necessary to narrow the field of choices. There are so many colleges, universities, and conservatories that it can be difficult to know where to start. I help my students gain clarity by having them identify not the schools they want to attend, but the harpists they admire. Which harpists are doing the kind of playing that the student would enjoy? This exercise gives the student focus and helps us choose a direction. We also have a chance to discuss different kinds of music career paths.

Next, I ask them to find out what teachers their favorite harpists studied with and where those teachers are teaching now. This usually takes a little bit of research, which will also give the student the opportunity to explore college music department websites. Learning to navigate those websites is a critical skill, because that is where they will find applications, audition repertoire lists, degree program choices, and scholarship opportunities.

During this process, we discuss the differences between small and large universities and music conservatories. We look at the required courses for a music major at a university and compare them with the courses for study at a music conservatory. How is the course load different for a music minor versus a music major? Is it possible just to take lessons and major in something besides music? What performance opportunities are available at the school for majors or non-majors? Does the school have harps available for student use? Careful research is necessary because every school is unique.

When we are finished with this process, we compile a list of colleges to consider applying to, along with the due dates for applications, audition dates and required audition repertoire, and the harp teacher’s name and contact information.

Then the students contact each of the teachers to try to set up a lesson during the summer or autumn. Most teachers will be glad to arrange for a lesson for a prospective student. It’s a chance to gauge the student’s potential and for both teacher and student to judge if their personalities will mesh. One word of caution: when you are arranging for the lesson, be sure to ask what the teacher’s fee will be. Asking ahead of time will save much embarrassment later.

It is essential to maintain open and respectful communication with both student and parents from the very beginning of this process. Remember that not only is the student worried and confused about their choices, but the parents are too. Allowing this process to be a collaborative project can reduce the tension on all sides.

It is critical that you not allow yourself to be drawn into an adversarial position with either student or parents. Remember always that your student is not your child. No matter how close you are or how much influence the parents have allowed you to have with your student, this is not your decision to make. Your place is to offer information, guidance, and support—no more.

If you have strong feelings about your student’s college choices, you may state them, but only once. After you have given them your opinion and backed up your opinion with whatever facts may support it, you must step back. Continuing to argue your case will only erode the relationship and decrease the power of your input.

Remember also that a talented student likely has recommendations and opinions coming from all sides: school teachers, sports coaches, college advisors. Your recommendation will carry more weight if you can present it clearly and unemotionally, using facts rather than feelings to make your point.

If you have developed trust and good rapport with your students and their parents throughout months or years of lessons, it will be easy to have open, constructive conversations, and the college choice process will be a positive and exciting one. •