Do what you love and love what you do.
My STEM kid had zero stem related ECs. They were all music, and one sport (swim team). That’s it. But she did her music with significant commitment including private lessons on two instruments, Precollege wind ensemble and orchestra, an auditioned choir, and summer programs for two of the four summers of HS.
But STEM ECs? None.
It honestly frustrates me that some people are really pushing kids to take the “E” out of EC.
That’s not a good way to approach HS, or in fact college, or in fact life, to think everything you do has to in some way be advancing your intended scholastic and career path.
And I truly do not think highly selective holistic review colleges actually want that.
I just want to add…my STEM grad still enjoys music and plays an instrument or two…and still swims. The ECs can last a lifetime.
Yes, a student should do the ECs they are passionate about. I think OPs question is more, now that I have done what I am passionate about, how do I present that to colleges in the best way to maximize my chances of admissions?
To me, it is easier for an AO, because they are human, to remember a ball of yarn than several independent strings.
A. I am impressed by that student who likes to use art to bring physics concepts to life in a visual way.
B. I am impressed by that student that likes physics and has an interest in art.
I would find A more interesting and easier to remember.
If the connection between art and physics is genuinely the case for this student, sure. But if it sounds super contrived? I don’t think that would go over well for me.
My engineer kid (mid way through college) is still very serious about music and it continues to take up about 1/4 of his time and his units in college. Music was his primary EC in high school. There is zero connection to his major. He says that several of his fellow violists are also engineers.
I would suggest the problem so far with (B) is that those are very bland descriptions.
“has an interest in art” is indeed not likely to engage an application reader.
Even something like “painting” would be better, but that is only scratching the surface of what you can do even with limited characters.
Like, “painting, including pointilism”. Now that is starting to get interesting.
How about, “painting, including surreal pointilism”. Huh, what makes a pointilist painting surreal?
Now how about, “painting, including surreal pointilist landscapes”. Hmm, I wonder what that looks like?
Or, “painting, including surreal pointilist landscapes, particularly shrublands”. Shrublands? Why specifically shrublands?
Of course I am making this up (although feel free to link real examples, that sounds cool). But the point is if you use vivid illustrative examples of things you have done that you think are really cool, it engages the reader’s imagination. And we know that does a lot to make readers (in the general sense) focus on and remember things.
Ironically, I think a lot of kids believe a college application has to be in a sort of formal, stiff, resume-style voice, so they use very bland descriptions–that are in fact easily passed over quickly or forgotten. But if you let yourself really geek out about the stuff you love, that will both be more memorable and also more effectively communicate your passion, your personality, and so on. Without the risk of seeming forced or inauthentic.
Of course it may not work. But you may also be admitted as “that shrublands kid”. Worth a shot.
I note there is a known (imperfect) correlation between math aptitude and music aptitude, and engineers in particular seem disproportionately likely to explore that connection (maybe because of the inherent engineering interest of things like musical instruments, venue acoustics, recording and playback devices, and so on).
Anyway, definitely music is a great EC if you are going into engineering and want something social to do with your fellow students outside of class.
Sure, each A and B would more engaging with specifics. (I’m impressed by that student who uses painting to bring physics concepts to life. An interesting example in their portfolio captured how heat transfer and wind dynamics shape shrubland ecosystems. Their work makes complex scientific ideas both visual and emotionally engaging.)
But that wasn’t my point. My point is just that if one can authentically connect one’s interests, it is a powerful combination and makes the student ‘s multifaceted interests easier to remember.
And art. Ask Douglas Hoftstadter… Gödel, Escher, Bach - Wikipedia
There is a really great book Art and Physics by Leonard Schlain that discusses how advances in art foreshadow new discoveries in physics. It is a great read.
It may also be - we only have 3 drummers who applied this year or 8 ultimate frisbee players - need more.
I think ECs are extremely hard to nail down - does the ‘what’ matter beyond commitment and depth ?
AOs are humans with emotions and goals.
Every school is gonna have their bent.
If someone does what they enjoy, finds a few things they have tenure and depth with - I think they are ahead of the curve.