中文
Tiếng ViệtStudent Profile
Student Name: Dora
Admitted to: Tufts University
About Dora
Dora attended Virginia Episcopal School (VES), a small boarding school in the United States with just over 200 students. The school provided a supportive environment and a learning pace that matched her personality. While she did not take on leadership roles or participate in sports, she chose extracurriculars that matched her interests, such as the psychology club and art competitions.
At VES, she appreciated the close-knit community and formed strong connections with her teachers, especially in the visual arts program, where her creativity flourished and she was regularly encouraged to share her work. Living at a boarding school also contributed to her personal growth. She learned how to manage relationships, live independently, and support herself both emotionally and in daily life.
Her mother shared that studying abroad came with challenges, especially during 10th and 11th grades, when the academic pressure increased. Despite the demands of her coursework and the college application process, Dora stayed motivated and found joy in learning. Over time, she became more responsible and independent, learning how to cook, plan her own trips, and manage life on her own.
Working with Ivy Talent
Dora began working with Ivy Talent in 9th grade. She had already developed a strong interest in psychology, inspired by the TV shows and books she enjoyed in middle school. Ivy Talent helped her secure an internship at a mental health clinic in Beijing and take part in a research project on postpartum depression. These experiences combined academic learning with professional mentorship. She also joined an art therapy program in Yunnan, where she worked directly with children with autism.
Over time, Dora built a unique extracurricular profile that combined her interests in psychology and art. Her portfolio included three main projects: expressive portraits showing different emotional states, illustrations exploring social anxiety, and a children’s picture book. She also worked on several visual design projects using Photoshop and entered art competitions, including the Scholastic Art & Writing Awards.
Instead of joining summer programs, Dora spent her summers working on personal projects. She focused on building her portfolio, interning, and preparing for standardized tests.
How Ivy Talent Helped
Dora worked closely with Ivy Talent to shape a college application that reflected both her interests and long-term goals. The team supported her throughout the process, offering guidance on activity planning, college research, and essay development while giving her the space to express her own ideas. When she began exploring the field of art therapy, we encouraged her to dive deeper into the connection between psychology and visual arts, helping her design a creative and research portfolio centered on that theme.
When it was time to write her personal statement, the Ivy Talent team supported Dora through each step of the process.They worked closely with her to brainstorm ideas and refine each draft, always making sure her voice and perspective came through clearly. In the end, her essay clearly reflected her desire to use both art and psychology as meaningful tools for healing and connection.
Dora’s mother shared that after spending many years in China, they were not very familiar with American undergraduate programs beyond a few well-known Ivy League names. At first, they prioritized climate and location before considering other academic and cultural factors. Dora had also spent three weeks in Boston two years earlier as part of an Ivy Talent camp program during Christmas break. She and her classmates had a chance to explore the city, and she really enjoyed the experience. They also liked Seattle, so the family focused primarily on schools in those two cities. In the end, Dora received an acceptance letter from the city she liked most.
Throughout Dora’s high school experience in the US, her mother felt reassured and rarely felt the need to intervene directly. Whenever she had questions, she could always reach out to an Ivy Talent consultant whether it was about class selection, roommate conflicts, or other issues. The prompt and thoughtful responses from the school gave her peace of mind. During the pandemic, when returning home was difficult, Ivy Talent also held Thanksgiving and Christmas camps for students who remained on campus. Dora’s mother said this support made a tremendous difference for parents like her.
Looking Back
Dora felt her application stood out because everything worked together. Her academic interests, extracurricular activities, and essays all reflected the same core values and passions. She chose activities that genuinely interested her instead of following what was popular or seen as impressive. When it was time to choose a college, Ivy Talent paid close attention to what Dora was looking for. She wanted a smaller school where she could build strong relationships with her professors and avoid the stress of large lecture halls or crowded campuses. At first, her parents were unsure about schools that were not as widely recognized in China. Ivy Talent helped the family focus less on rankings and more on what would be the best fit for Dora. In the end, they recommended Tufts University’s five-year dual-degree program in psychology and studio art.
Dora’s mother shared that working with Ivy Talent made the application process much easier. She felt that everything was handled with care and professionalism. The team was always available to answer questions and provide emotional support. When it was time to make difficult decisions, like choosing between Wake Forest and Tufts, the Ivy Talent team provided thoughtful advice that was personalized to Dora’s goals and interests.
Ivy Talent supported Dora every step of the way, from helping her find meaningful extracurriculars to guiding her through the final college decision. Her mother emphasized how important it was to trust both the student and the advisors. She felt that the Ivy Talent team truly understood Dora—what she cared about, where she excelled, and what kind of environment would help her grow.
Dora’s path to Tufts was a process of self-discovery, where she explored her interests, built confidence, and ultimately found a school that aligned with her goals and personality. Her experience shows that with the right support, encouragement, and guidance, students not only achieve great results but also grow into independent and motivated individuals who are ready for the challenges ahead.
