LASS C2016MEET THE

ofBy the Numbers

27% American ethnic minority students

7% international students64 mentors/counselors/

trip leaders56 number of countries in

which students have studied or volunteered

47 editors of a publication37 number of languages

spoken by students21 countries in which students

were born17 student council presidents9 Eagle Scouts5 Junior Olympians2 students created and ran

summer camps1 student composed an

original soundtrack for the school movie

1 student completed a 50K ultramarathon

1 volunteer firefighter

Class of 2016 5,568 Applications, 1,286 Admitted, 520 Enrolled

Median Test Scores of Admitted Students

COLORADO COLLEGE PROFILE

Midwest 15%West 21%

International 9%

Northeast22%

Colorado18%

Students at Colorado College2,043 students from 48 states and 50 foreign countries

54% women46% men74% live on campus80% are active in community

service75% play intramural sports15% play varsity sports

ACT Mediansn English 33n Math 30n Composite 31

Overall admit rate: 23%n Early Decision: 36%n Early Action: 30%n Regular Action: 15%

It is my pleasure to introduce the Class of 2016! Chosen from the largest applicant pool in the history of thecollege, the class is made up of 520 individuals who are talented in a myriad of ways. Beyond the statistical

profile chronicled in this publication, they are intellectually curious, determined, and accomplished inside andoutside of the classroom. We are also very proud to include students from 48 states and 22 countries. More than athird of the class are non-U.S. citizens or self-identify as students of color and this cultural diversity enriches ourcommunity.

The class also includes artists, athletes, community servants, poets, and scientists, as well as many students whohave made powerful contributions to their schools, neighborhoods, and communities. We expect them to do thesame while at CC. We have included profiles of eight incoming students and their stories to allow you to get a bettersense of the types of students who choose CC and why.

Prospective students who identify Colorado College as one of their top choices should strongly consider one of our early applicationdeadlines. Our binding Early Decision option is exclusively for students who select CC as their top choice, while Early Action is reservedfor those who place the college high on their list. All families who are concerned about financing should consult our online calculatorto determine their potential eligibility for need-based aid.

Thank you for your interest in Colorado College and we look forward to engaging with you in the coming weeks and months.

Sincerely,

Mark J. HatchVice President for Enrollment

SAT Mediansn Critical Reading 700n Math 680n Writing 690n Combined (1600) 1380n Combined (2400) 2070

Paul-miki AkpablieHo, GhanaLi Po Chun United World College (Hong Kong)“Colorado College is an intellectual environ-ment where challenge, determination, and har-monious living are the principal focus of theentire educational experience.”This is one reason why Paul-miki Akpablie, aGhanaian who went to high school in China,decided to attend Colorado College. The BlockPlan was also a deciding factor for him.“The focus and challenge [of the Block Plan] produce versatile alumni who are found in all spheres of life. This is very impor-tant to me considering my dreams of be-coming a doctor.”Paul came to understand that challenge and focus led to personal growth during his time in China, where he learned the com- plexities of interacting with different races and cultures.“My major challenge was the fact that mostinhabitants had very little knowledge aboutthe African race so it was [common] to be thecenter of attention in our hostel, on the streets,and in the various schools.”“I realized that to have a better understand-ing of other people’s cultures, we have to leaveour mental comfort zones and question whypeople do certain things and how importantthose things are to them.”Eventually the students looked beyondPaul’s outward differences and discovered thesimilarities they shared with Paul. “I appreciate the fact that I come from anentirely different race than the students [whoI taught] and I was quite impressed howthey became fond of me after interactingwith them.”

Chloë RowsePortland, MaineWaynflete SchoolIt was CC students’ passion for ColoradoCollege that encouraged Chloë Rowse tocome west.“What caught my attention was how the CCstudents loved everything about the school… Itcame down to two schools and the enthusiasmbubbling out of CC was what drew me to it.”“Everybody I met when I visited CC seemedto have something interesting to share.”Chloë could relate to the students sinceshe has engaged in something unique sincemiddle school.“I started Camp Chloë at age 12. I hadeight campers. This summer, I ran two sessionswith 29 campers, three paid helpers, and awaiting list. I grossed over $5,600. For sevenyears, Camp Chloë has captured my entrepre-neurial spirit, financed my independence andcultivated my confidence, and let me travelthe world.”“It has helped me realize and develop mylove for artistic expression and working withchildren.”She views CC as a place where she cancontinue to explore her creativity through theBlock Plan, surrounded by individuals just asdynamic as herself. “I am looking forward to the incredible arrayof classes available for me to take. I am excitedabout Colorado College because I know I dowell when I can focus on one subject at a timein a hands-on, outdoor-oriented environment.” “I am very excited to become part of thisremarkably fun-loving and hard-workingcommunity!”

LASS C2016COLORADO COLLEGE

of

Eight students’ stories

Class Rank ofAdmitted Students • Top 1% — 26%

• Top 5% — 55%

• Top 10% — 72%

• Top 25% — 94%

Diversity 27% American ethnic

minority 7% international 4% dual citizens

Students from: • Bangladesh • Belgium • Bosnia and Herzegovina • Canada • Chile • China • Czech Republic • Ecuador • France • Ghana • HongKong • India • Indonesia • Kenya • Republic of Korea • Lesotho • Malaysia • Mozambique • Portugal • Romania • United Kingdom • United States ofAmerica

Geographic Diversity of the Class of 2016

South 15%

Sophie JavnaAshland, Ore.Ashland High School“One day, my college counselor told me shehad found my perfect match. She pulled up Col-orado College’s website and listed off the mainreasons why I had to apply: Their emphasis onenvironmental studies (my possible area ofstudy), and their unique and rigorous BlockPlan that attracted out-of-the-box kids.So Sophie decided to visit the CC campus andwatched as her counselor’s description cameto life. “I witnessed some incredible talent thatnight [at Dance Workshop]. I was blown away.” “They [CC students] laughed and talked to-gether like they were family and began treatingme like a new member. I could see how inte-grating into life at Colorado College would notbe difficult; I already felt like I belonged here.”“To me, a student attending Colorado Collegehas an undeniably adventurous side. The ideaof a foreign concept like the “Block Plan” in-spires rather than scares them away.” Sophie showed her adventurous spirit byco-authoring an environmentalist book, “50Simple Things You Can Do To Save The Earth.”“I learned so much from that experience:How to publicize and do research, how to sharemy voice and feel what I was saying could actu-ally inspire change, and how an effective grass-roots movement starts with a community ofpeople who care about each other and supporteach others’ efforts.” “I am most excited about being immersed.My classes will demand a certain amount fromme, and I’m ready to push my limits and learnmore than I ever thought possible.”

Blake Jackson Golden, Colo.Lakewood High School “Our task was to find and extinguish asecond-floor fire. We moved on our handsand knees to stay near the coolest part ofthe room, worked past fallen beams andburned furniture, then found and extinguishedthe blaze.” This was the final practical test that BlakeJackson needed to pass to become a firefighter. “For months, I had audited the 2011Colorado Regional Firefighter Academy.Knowing my interest, the instructors let meparticipate in their classes and drills.” “This experience taught me that, whensufficiently determined and prepared, I canovercome my fears, nervousness, and doubtsof success.”Once Blake turned 18, he was able tograduate from the academy and has beenworking as a firefighter since June 2012. Because of his firefighting background, BlakeJackson designed a block called Fire Science aspart of his application for CC. “The Fire Science block would take anintellectual approach to many critical issuessurrounding fires and use fires as a topicthrough which students could advance theirknowledge in the identified scientific units.” “As I envision it, [the block] would be aninterdisciplinary science course, encompassingchemistry, physics, environmental science, andpsychology.” As he demonstrated in his proposed block,Blake loves CC’s dedication to innovativeacademics. “I am enticed by the idea of a liberal artseducation, since I place great importance onacquiring a broad, well-rounded academicfoundation before selecting an area ofspecialization.”

Nicole Hansen Catonsville, Md. Garrison Forest School Since she was nine years old, Nicole Hansenhas explored the world scaling the mostdifficult rock faces. “Climbing not only provides me withphysical as well as mental challenges but it alsohas given me the opportunity to travel to manyinteresting places.” “I traveled to Ecuador with my dad tocompete in the 2010 Pan AmericanChampionships for rock climbing.” Months later, Nicole discovered ColoradoCollege when she attended anotherchampionship. “I was going to Colorado for the weekend forABS Youth Bouldering Nationals and, as aclimber, I could not think of a more perfectplace to go to college.” Although Nicole was drawn to CC because ofthe challenging climbs available in the college’sbackyard, her campus visit opened her eyes tothe academic opportunities at CC. “One of the main reasons that I chose CC wasbecause of its uniqueness. When I first heardabout it, I was somewhat reluctant about theBlock Plan, but after visiting other colleges, Ifound myself beginning to like the Block Planmore and more. I would visit colleges that Ithought I would adore, but instead could notget my mind off CC.” “All three of the tour guides were extremelyhappy to guide us around campus and to sharewhat they had learned in their time at CC. Itwas obvious that they had a thirst forknowledge.” “I soon began to feel that Colorado Collegewas a place where my love for learning wouldflourish.”

Kimiko Tanabe Manitou Springs, Colo. Manitou Springs High School“I chose Colorado College because of thecommunity.”“I first stepped into the realm of ColoradoCollege when I attended the Dance Workshopas a high school junior. Sitting in the audiencewas not enough for me. I wanted to be partof the artful dance community at ColoradoCollege. I saw the healthy, all-inclusiveenvironment amidst this beautiful creativeenergy.” Kimiko Tanabe loved this student-runproduction because it represented CC’s positiveand open-minded campus. “The Colorado College community bringstogether a group of people diverse in talents,but who are motivated and willing to learn.The academic atmosphere is focused andintense with the Block Plan, but at the sametime it is a collaborative learning environmentabsent of the competition between peers manycolleges foster.” A healthy community has always beenimportant to Kimiko, even during high school,where she gave back to her school andhometown in various ways. “I co-authored a grant to put a 29-kilowattsolar roof on our school building. We received a$29,000 grant. We have raised enough moneyto purchase three panels for our high schooland are working to get more.” “I also coordinated with local recyclingcompanies to achieve a single trash andrecycling provider for the district.” Kimiko is excited to continue to give back toand thrive in her newfound community of CC. “Colorado College provides the tools to helprefine and cultivate my ideas into productivethoughts. I see the school as such a good fit andam excited to see my future unravel [here].”

Gabriel De La RosaLos Angeles, Calif.Harvard-Westlake School “I surf for the thrill of taming nature, therush of riding a roaring mountain of deepblue sea, the chance to master fear. There is noright way to surf, no one to impress, no judge ofmy actions.” This is why Gabriel De La Rosa, a Californianative, drove more than 100 miles to teachwounded soldiers how to surf to help themmentally recover from war. “Teaching surfing was never easier; [thesoldiers] had the hunger they needed toovercome the difficult task of riding waves.Surfing gave them an outlet, something to helpthem escape from their thoughts of war. Andsurfing was what I could give.” “I find head-clearing, contemplative time Idon’t find anywhere else [when I surf].”Even though there aren’t any oceans to surfat Colorado College, Gabriel De La Rosa is surehe will find his inner peace exploring theoutdoors at CC. “I’ve managed heavy loads of schoolwork byalternating periods of intense study and surfingto clear my head. In a similar way, being able tocamp, fish, and snowboard in the Rockies afterworking hard will suit me perfectly. I lookforward to being in Colorado and exploring themountains between courses.”Although he was drawn to CC because of theoutdoor opportunities, he was also attracted tothe spaces available for students to exhibittheir creativity. “Another thing that appeals to me is the claystudio available to students through the Artsand Crafts program. I’ve worked with clay andgrass throughout high school and I lookforward to pursuing these interests.”

Kayla Fratt:Ashland, Wisc. Ashland High School “I wanted an out-of-state, small, privateliberal arts school with a rigorous academicprogram strong in the environment, travel, andlanguage [as well as] an outdoors focus.” That was why Kayla Fratt, an incoming first-year from Ashland, Wisconsin, decided toattend Colorado College. Since she fell in lovewith birds as a second grader, Kayla has alwayshad an intimate relationship with the environ-ment and the outdoors. “I love birds. I lovetheir inquisitive behavior and brilliantplumage; I love their symbolism as messengersof peace and pioneers of freedom.” “This lovedrove me to observe behavior and phenology,how to spot a winning pigeon or a good layinghen and how to explain the importance ofturning eggs and show the proper way to trimfeathers or the hood of a hawk.”Kayla wanted to share her knowlege with therest of her community to raise money forHeifer International. As a result, she decidedto build an incubator and has taughtcommunity members—ranging fromclassmates to neighbors—about the incubationprocess in exchange for a small donation(usually five dollars or less). Kayla’s two-to-five dollar lessons have paid off. Over thecourse of three years, she has raised nearly$3,000 because she genuinely wanted tospread her passion for birds throughouther hometown.Since completing a six-week project forher senior thesis, where she researched thedevelopment of birds, Kayla is confident shewill brave the Block Plan and thrive takingone class at a time. “The Block Plan will be achange of pace, stepping up and condensingmy usual schedule, but I am excited to rise tothe challenge.”

Base Camp: (noun) a main encampment providing supplies, shelter, and communications for persons engaged in wide-ranging activities, such as exploring.

Log on to begin your unique intellectual adventure at

ccbasecamp.comYou can fuel up on Block Plan details and explore our campus. Map out your academic

interests and discover what makes Colorado College one of a kind. Photo by Stephen Weaver.

Flexible Testing PolicyIn the spring of 2010, Colorado College implemented a flexible testing policy to add more

options to the standardized testing requirement. This flexible testing option allows studentsgreater flexibility in demonstrating their unique strengths and mastery of subjects.

Under our policy, applicants can satisfy our standardized test requirements by submitting testscores from one of the following options:

n 1. The SATn 2. The ACTn 3. The flexible testing option: One exam of the applicant’s choice from a list

of approved tests in three different categories. Category A (quantitative test) Category B(verbal/writing test) and Category C (any approved test).

See list of approved tests at www.coloradocollege.edu/flexibletestingThe college carefully assesses the strengths of each applicant using a detailed evaluation of

both quantitative and qualitative measures. The standardized test requirement, including theflexible testing policy, adds to this quantitative evaluation and enhances our holistic review ofeach applicant.

For answers to frequently asked questions regarding our policy see:www.coloradocollege.edu/testingfaq

The new fitness center under construction at ColoradoCollege’s El Pomar Sports Center will offer secure space forrecreational activities while providing an enhanced sense ofcommunity withinColorado College andensuring that all studentshave access to the facilities.

The fitness center projectis part of a $27 millionfacelift to the building thathas housed the school’svarsity, club, andintramural programs alongwith coaches andadministration since 1970.

Construction began onOctober 25, 2011, to create 11,000 square feet of new spacethat will serve as the “gateway” on the building’s southwestend and add additional meeting and office spaces. Doing sowill free up interior space for various athletic activities.

Then, new construction on El Pomar Sports Center’s north endwill add another 29,000 square feet. The entire project isexpected to be completed by Spring 2013.

Some of the additionsinclude:• A cardio conditioning

room and separate strength area

• Separate varsity training areas

• A full-sized basketball/volleyball court

• A yoga studio• Squash courts• An auxiliary gym• Expanded physical therapy

space• Indoor and outdoor lounge spaces for students, faculty,

and staff to socialize• Separate locker rooms for students, faculty, and staff

Colorado College is offering a new major in film and newmedia studies, and a new thematic minor in global health.Both go into effect this fall.

The film and new media studies major is a response to studentinterest, expertise, and demand. It also is a result of theCornerstone Arts Initiative, which stresses interdisciplinaryteaching of the arts, using technology to facilitatecollaboration between departments. Assistant Professor ScottKrzych and Film Studies Artists-in-Residence Clay Haskell andDylan Nelson are the advisors for the new major.

“Our understanding of the world – what it has been, what it is,what it might be – has become increasingly enmeshed with

media technologies,” the film and new media studiescommittee stated in its proposal for the major. “Filmintroduces us to other worlds, both real and imagined;television provides us with instant access to news, events, andentertainment; the Internet serves as a vast archive ofinformation and provides real-time modes of globalcommunication,” the proposal stated.

The global health thematic minor was proposed by AndrewPrice-Smith, associate professor of political science, and WadeRoberts, associate professor of sociology. “A growing studentmovement for global health equity and social justice hassparked a desire to understand complex issues of healthinequality,” their proposal stated.

“Film and media has become a way to reach so many people — connecting, informing, and entertainingus — and its power is only going to grow. It is incredibly important that we have the resources at CC tolearn how to be active participants in the medium that surrounds us, intelligently interpreting the workof others and effectively contributing work of our own.” — Kathryn McManus ’13

Major in Film and New Media Studies, Minor in Global Health Offered

New Fitness Center Takes Shape at Colorado College

“I’m extremely excited about the new athletic facilitiesbeing built. It is a renovation that CC needed to carryout to bring their athletic department to the next level.Each team is getting its own brand new locker room

with wooden lockers, and there will be a varsity weightroom for the Division III teams. As the men’s soccer cap-tain, I couldn’t be more excited; I know these changes

will be crucial to the development of our teams.”— Matthew Fechter ’13

Financial Aid Statistics(based on first-year students in the Class of 2016 enrolled Fall 2012)

• 88 percent of total CC grant dollars based on need

• 12 percent of total CC grant dollars based on merit

• 34 percent of the first-year class received CC grants based on need

• 44 percent of the first-year class received CC grants based on need and/or merit

• 55 percent of the first-year class received some sort of aid (loans, work-study,

and/or grants)

• First-year aid packages ranged from $1,200 to $52,000

• Average need-based package was approximately $42,200

• Average need-based scholarships and grants were approximately $32,800

Admission RepresentativesEmily E. Anding ’12 – Admission CounselorTerritory: Europe, Florida, North Carolina, Nevada, South Carolina, Texas, Utah, West Virginia, Colorado: Durango, Grand Junction, Western Slopeemily.e.anding@coloradocollege.edu

Matt Bonser ’98 – Associate Director of AdmissionTerritory: Idaho, Minnesota, Montana, Wyoming, International mbonser@coloradocollege.edu

Roberto A. Garcia – Director of AdmissionTerritory: Alaska, Connecticut, New York, Rhode Islandrgarcia@coloradocollege.edu

Blake Hammond ’09 – Assistant Director of AdmissionTerritory: Alabama, Arkansas, Georgia, Illinois, Louisiana, Mississippi, Colorado: Denver Public Schools blake.hammond@coloradocollege.edu

Mark J. Hatch – Vice President for Enrollmentmhatch@coloradocollege.edu

Anna Jaquez-Herron ’01 – Associate Director of Admission and Financial AidTerritory: Arizona, New Mexico, Colorado: Pueblo, Southernajaquez@coloradocollege.edu

Phoebe Jiang ’09 – Assistant Director of AdmissionTerritory: California, China, Colorado: Colorado Springs phoebe.jiang@coloradocollege.edu

Amy Lareau – Assistant Director of AdmissionTerritory: Maine, New Hampshire, Western Massachusetts, Vermont, Colorado: I-70 Corridor amy.lareau@coloradocollege.edu

Melissa Lustig – Assistant Director of AdmissionTerritory: Delaware, Colorado: Aurora, Denver Metro, Douglas County, Jefferson County, Littleton, New Jersey, Pennsylvaniamlustig@coloradocollege.edu

David T. Pellett ’12 – Admission CounselorTerritory: Latin America, Oregon, Washington, Colorado david.t.pellett@coloradocollege.edu

Sara S. Purviance ’04 – Assistant Director of AdmissionTerritory: Southern California, Eastern Massachusetts, Colorado: Cherry Creek School Districtsara.purviance@coloradocollege.edu

Jessica J. Raab – Associate Director of AdmissionTerritory: Northern California, D.C., Hawaii, Maryland, Virginia jessica.raab@coloradocollege.edu

Mariegrace Veres ’11 – Admission CounselorTerritory: China, Iowa, Indiana, Kentucky, Michigan, Missouri, Ohio, Colorado: Denver Public Schools Tennessee, Wisconsinmariegrace.veres@coloradocollege.edu

Ashleigh Willis ’11 – Admission CounselorTerritory: Africa, India, Kansas, North Dakota, Nebraska, South Dakota, Oklahoma, Texas, Colorado: Boulder,Ft. Collins, I-25 Corridor North of Denverashleigh.willis@coloradocollege.edu