- When taking the SAT, write "Chuck Norris" for every answer. You will score over 8000.

- Newton's Third Law is wrong: Although it states that for each action, there is an equal and opposite reaction, there is no force equal in Chuck Norris can divide by zero.

- When you're Chuck Norris, anything + anything is equal to 1. One roundhouse kick to the face.

- Scotty in Star Trek often says "Ye cannae change the laws of physics." This is untrue. Chuck Norris can change the laws of physics. With his fists.

- If, by some incredible space-time paradox, Chuck Norris would ever fight himself, he'd win. Period.

- Chuck Norris can set ants on fire with a magnifying glass. At night.

- When J. Robert Oppenheimer said "I am become death, the destroyer Of worlds", He was not referring to the atomic bomb. He was referring to the Chuck Norris halloween costume he was wearing.

- The easiest way to determine Chuck Norris' age is to cut him in half and count the rings.

- That's not Chuck Norris doing push-ups -- that's Chuck Norris moving the Earth away from the path of a deadly asteroid.

- It is believed dinosaurs are extinct due to a giant meteor. That's true if you want to call Chuck Norris a giant meteor.

- Nothing can escape the gravity of a black hole, except for Chuck Norris. Chuck Norris eats black holes. They taste like chicken.

- Industrial logging isn't the cause of deforestation. Chuck Norris needs toothpicks.

- When chuck Norris does division, there are no remainders.

- The First Law of Thermodynamics states that energy can neither be created nor destroyed... unless it meets Chuck Norris.

-There's an order to the universe: space, time, Chuck Norris.... Just kidding, Chuck Norris is first.

- Chuck Norris can do a roundhouse kick faster than the speed of light. This means that if you turn on a light switch, you will be dead before the lightbulb turns on.

- The Manhattan Project was not intended to create nuclear weapons, it was meant to recreate the destructive power in a Chuck Norris Roundhouse Kick. They didn't even come close

- In the movie "The Matrix," Chuck Norris is the Matrix. If you pay close attention in the green "falling code" scenes, you can make out the faint texture of his beard.

- Proponents of higher-order theories of consciousness argue that consciousness is explained by the relation between two levels of mental states in which a higher-order mental state takes another mental state. If you mention this to Chuck Norris, expect an explosive roundhouse kick to the face for spouting too much fancy-talk.

- Lightning never strikes twice in one place because Chuck Norris is looking for it.

- Outer space exists because it's afraid to be on the same planet as Chuck Norris.

- Chuck Norris can split the atom. With his bare hands.

-Chuck Norris's body temperature is 98.6 degrees... Celsius.

My Favorites:

- Chuck Norris does not know about this list. If he did he would have just deleted the internet.

- Chuck Norris can win a game of Connect Four in only three moves.

Thanks for playing Engima Wrapped In A Riddle! Don, tell them what they've won.

Wow! I am impressed by how many of you met the challenge. Initially we had planned to only award one winner, but by the list you can see we are feeling the holiday cheer! The following 20 individuals will get the gold star.

If you are listed below, email me (bgnance at mit) your complete name and mailing address and we will send you your gold star. (Please allow 4-6 weeks for delivery.)

If you are interested in seeing more of John Kostick's handiwork, please visit the Quadric Designs website.

Until the next time, stay tuned to the MIT network... All Numbers, All The Time.

First place six-axis and tetraxis winner:

(Drum roll in your head...)

Posted by: Ana L on November 27, 2007 04:32 PM

Second place tetraxis winners:

(Extended, really long and annoying drum roll...)

(Please hold all applause until all winners have come to the stage...)

1 Posted by: Kim on November 27, 2007 04:20 PM
2 Posted by: Vika on November 27, 2007 04:50 PM
3 Posted by: Jai on November 27, 2007 04:59 PM
4 Posted by: Berkeley on November 27, 2007 05:29 PM
5 Posted by: Louis on November 27, 2007 05:31 PM
6 Posted by: Kevin X on November 27, 2007 06:01 PM
7 Posted by: Chris on November 27, 2007 06:18 PM (commented to give his prize to Melis)
8 Posted by: Merritt B on November 27, 2007 06:28 PM
9 Posted by: Lauren S. on November 27, 2007 06:48 PM
10 Posted by: donaldGuy on November 27, 2007 06:53 PM
11 Posted by: SKishore on November 27, 2007 07:13 PM
12 Posted by: Karen on November 27, 2007 07:49 PM
13 Posted by: Keshav P on November 27, 2007 08:12 PM
14 Posted by: Will on November 27, 2007 08:45 PM
15 Posted by: intleyes on November 27, 2007 08:56 PM
16 Posted by: Zev Chonoles on November 28, 2007 06:21 AM
17 Posted by: harrison on November 28, 2007 04:49 PM
18 Posted by: Vihang on November 29, 2007 03:24 AM
19 Posted by: Shantini on November 29, 2007 06:58 AM
20 Posted by: Leo V on November 30, 2007 10:11 AM

I know that many of you are stressed-out over the SATs, ACTs, SAT IIs and EIEIO (a test only given by Professor O. McDonald), but you deserve a break today. Listen closely: drop the practice test book and back away slowly from the college applications and I promise you that no one will be harmed! Take a moment to examine John's front-yard project. Drop me a line if you think you know what he's building.

• Hint # 1: Put on your math-based thinking cap.
• Hint # 2: Since I have not seen any wildebeasts, sloths or rhinos walking 2x2 in the neighborhood, I can speak with some certainty that he is not Noah and said construction in not an ark.

Good Luck!

P.S. A prize will go to the first person to unwrap this mystery.

As a matter of philosophy, MIT is committed to the idea of equal access to higher education for everyone. It has been our experience that the cost of applying to MIT can be a barrier for those of modest financial means or those who are experiencing situational financial difficulties.

Why do we charge an application fee anyway?
Between staff time and materials, the costs of running an admissions office are vast, and the application fee only covers a small percentage of the costs associated with processing your application. The application fee also discourages those students who have no real interest in MIT from applying (the ones who do not wish to attend but just want to see if they can get in).

How do I know if I should request a fee waiver?
Your decision to request a fee waiver is not unlike the many parts of the admission process in that, here too, you are being held to the highest of ethical standards. Just as we expect you to not plagiarize your essay, we expect that you will not misrepresent your ability to pay the application fee.

It is safe to say that you should apply for an application fee waiver if you fall into any of the following categories:

• You receive free or reduced lunch at school
• Your family receives public assistance
• You meet the criteria set by the College Board as requirements for a fee waiver
• Situational financial difficulties are currently imposing substantial or undue hardships upon your family

In many ways only you and your family truly know if applying for an application fee waiver is the right thing to do. We suggest that you start by respecting the intention of this process. There is a big difference between "I can't afford to pay" and "I'd rather not pay." If you're not sure, we recommend consulting your Guidance Counselor, the College Board website, or other adults outside of your family who can help you to determine your need for a waiver.

Fee Waiver: Selfless Good or Selfish Bad?
I've spent the majority of this entry defining who should apply and why. Some of you may come away thinking that we offer this application fee wavier but don't really want to give it out. Not true at all! But you do need to take the initiative here. Consider this lesson one about MIT: Self Advocacy. Ask any current or past student and he or she will tell you that those who are most successful at MIT are those who have no compunction about asking for help. If you need the waiver and don't request one is that selfless good? No.

There are many scenarios which one can concoct as a reason for a fee waiver. Here are some examples on which we take a dim view:

• I am applying to 25 schools and I can't afford MIT's application fee
• I need the new 160-gig i-Pod
• I need to save for the Senior Trip/Senior Prom

Um, no.

So what does all of this really mean? It's simple: If you need a fee waiver for the right reasons and you request one, chances are very good that we'll grant you one.

Action Steps for the Fee Waiver
You can write directly to MIT with a letter from your counselor or another school official requesting an application fee waiver. While that works for MIT, what about the other schools to which you are applying? Do you really want to write a bunch of different letters requesting a fee waiver?

Earlier I suggested that you visit the College Board site for general information and overall criteria for fee-waivers in general. While you are at the College Board site I suggest that you also register through the College Board itself for a fee waiver that will be accepted by most colleges. (MIT actually prefers the College Board form.)

It's all about the Guidance Counselor - or, as we call him or her in the admissions business - the GC. In case you didn't know, the GC is the guardian and gatekeeper of the college process for most high school students. How important is your GC? Outside of your parents and teachers, your GC is one of the most important people in your life during your senior year.

So what is it that GCs do that make them so valuable to you? For starters they:

• Help you register for standardized tests.
• Help you complete and mail you college applications.
• Help you with the financial aid process.
• Help you apply for outside scholarships.
• Plan college visits/college fairs/ college nights for you and your parents.
• Write letters of recommendation for you.
• And most importantly: give YOU solid advice about the college process.

As you can see, your GC has a very important role in the College process. So what can you do to maximize this relationship and make it work the best for you? Great question! I'm so glad that I asked it. Here are some ideas that may help you build a great working relationship with your GC.

1. Do you even know who your GC is? If not, find out now. Usually this information can be found on your school's website. Once you find out the identity of your GC, be sure to introduce yourself post haste. In fact, if you are able to get his or her email address, why not drop a note introducing yourself.
2. Do your homework! Many schools have websites that give very detailed instructions explaining the college guidance process for seniors. Learn it. Know it. Adhere to it. Remember, GCs have many, many students to assist. The better you know the rules, the better the process will be for all involved.
3. Never be flaky. Make sure that you are taken seriously. Although you may not have narrowed your college choices down to, say, less than 30 schools, it doesn't mean that you should be seen as flaky. How do you avoid being seen as a flake? Again - do your homework. Even if you have 30 schools on your list, be able to explain why. If possible, divide your choices into categories. Categories may include: public schools vs. private schools; or reach vs. middle vs. safety. It is up to you to create the categories and to be able to explain them.
4. Respect the process and your GC will respect you. Enough said.
5. Zen is your approach when dealing with your GC. Be firm in your convictions yet open to suggestions. Bend like a reed in the wind. If not, you will snap like a maple tree in a hurricane. (I have no idea what that means but it sure sounds cool!)
6. Know what you don't know. This process can be overwhelming. Be honest with yourself and with your GC about your interests, hopes and dreams for college. Most of all, be honest about what you don't know or understand about the process. This admission to your GC will show that you are mature and willing to seek assistance. Both are really cool characteristics that we love on this side of the desk!
7. Trust your GC. If there is something important going on in your life that impacts your application or your high school career, tell the GC. The GC will in turn tell us. When it comes to the details of your college application, less is not always more.
8. Create a working, professional relationship with your GC. Your GC is not your mom/dad. My GC's name was Bernie Cohen at Cardozo HS. We had a real love/hate relationship. He'd suggest and I'd ignore. He'd strongly suggest and I'd strongly ignore. Wisely, he told me that he had nearly 1000 other students to help and that I should come back when I was serious. Somehow I expected him to keep nagging me the way my parents had. I took his advice and we began a great relationship that lasted almost 20 years. How proud was I to visit Cardozo as a College rep some years later knowing that he had a hand in my success.

Any questions?

Something Old...

• The Nance Effect is immersed in the annual road trips known as MIT Central Meetings. For me, this means: Washington DC; Alexandria, VA; Bethesda, MD; Baltimore, MD; Austin, TX; Detroit, MI; Ann Arbor, MI; Milwaukee, WI; Greater Chicagoland, IL and the greatest city in the free world, New York City. (Sorry Red Sox fans.)
• As usual, staff, faculty, new and returning students are all excited by the start of the new academic school year and the possibility of a New England World Series. (Sorry Yankees fans.)
• More blogging advice from me about the college process, coming soon...

Something New...

• The Class of 2011 has descended upon the Institute. New faces, new ideas, new experiences, new potential hackers...
• I am more excited than usual because I will be a freshman advisor for the first time. You gotta feel sorry for the three poor saps who are stuck with me as an advisor! ;-) Seriously, I am honored and excited at the prospect of helping my advisees navigate the first 25% of their MIT career.
• I am pleased to announce that Ms. Tamy-Fee Meneide has joined the admissions staff as Assistant Director for Minority Recruitment.
• My oldest daughter is a high school junior this year, so I'll get to see the college process from the point of view of a dad and not just that of an admissions officer. In fact, we made our first college visit together earlier this summer. Hummmmm..... we'll save the details for a separate entry.

Something Borrowed...

• All I can think of for this section is my daughter's Powerbook (she has some really good music). But she made me give it back.
• Okay, that was lame. How about this: Minority Ambassadors (MIT students who assist me with the recruitment process) and Tamy-Fee will be doing some guest blogging for The Nance Effect. There, that's better isn't it?

Something Blue...

• I am sad to report that Ms. Millene Hahm, former Assistant Director for Minority Recruitment, has departed the admissions world for the opportunity to become a student again. Currently she is enjoying classes and homework as a MBA student at the Fuqua School of Business-Duke University. This just proves that learning is a life-long endeavor and that it's cool to go back to school!

In future blogs I plan to discuss: EC interviews, rants from the road, and life as a parent in the college process.

So, what's your story? What's old, new, borrowed or blue with you?

For this entry I propose that this blog depart from its usual cutting edge, intellectual discourse about admissions and instead transform into a cozy place where we can discuss my three favorite TV shows: Battlestar Galactica, Heroes, and Grey's Anatomy.

SPOILER ALERT! This entry assumes that you are up to date on all three shows as of January 22nd. Proceed at your own risk...

Battlestar Galactica:

1. Is this the best science fiction show ever?
2. What do you think of the idea of technological blowback? In other words, machines becoming so advanced that they reach human-like awareness and rebel against their creators?
3. What do you think of the religious overtures of BSG?
4. Who do you think are the last 5 Cyclons?
5. Is Starbuck a toaster? Is she one of the chosen 5?
6. Does anyone know where I can get a used Viper?

Heroes:

1. Is Mr. Bennet (Claire's father) good or evil?
2. In an earlier episode we learned that Hiro couldn't change the past. What do you think are the consequences of him changing the future?
3. What do you think are Micah's secret powers?
4. Who will Simone choose, Isaac or Peter?

Grey's Anatomy:

1. What's up with Alex and Addison?
2. Will Yang and Burke work it out?
3. Will Izzy ever pull it together?
4. Now that Grey and "McDreamy" are back together, will they adopt another dog?
5. Will Grey name him McPooch or McMutt?

Feel free to answer any or all of these questions. Hopefully, this slice of pop culture will give your stressed-out psyche a much-needed diversion. Think of it as a Double Quarter-pounder, super-sized, value meal for your mind, not your body. Look at the bright side: unlike the real McArtery Clogger, there is no need to worry about carbs or trans-fats. See how much time I saved you on the treadmill? Be sure that you can use that saved gym time wisely. May I suggest that you practice playing Dance, Dance, Revolution?

That's enough from me. Let's hear what you have to say.

What is an LΔ? It is all of the factors that help to give a clear understanding of what you have learned relative to your beginning knowledge base and your overall effort within the learning process.

One of my good friends is a professor and administrator at MIT. Whenever I speak to him about a student's academic standing, he never gives me an arbitrary number or letter grade. Instead, he always responds by describing the student's LΔ. This is such a beautiful concept because it allows me to view the student in a more appropriate context that is not just based on results, but includes effort and hard work. Many times when we ask how a student is performing academically, what we really want to know is how invested the student is, what has the student learned, and is the student really stretching to grow and to learn. LΔ acknowledges that not everyone starts from the exact same spot or the exact same knowledge base. By focusing on LΔ we can really zero in on YOUR individual growth.

The LΔ allows us to focus on the process, not just the outcome. Think about it this way - what if the Boston Marathon only had one start time and one finish time for all of its 20,000 participants? Instead, the starting times are staggered - thus allowing for individual race times that emphases individual Δ measurement. Do you have to be in the very front to win? No. (But you'd better be near the front real quick or have a breakout performance!)

Here's another example. Let's look at two students who we'll call James and Etta. Let's say that both are taking multivariable calculus at Georgia Military College, in Milledgeville, Georgia. Etta is a straight-A student. She walked into the class with a firm grasp of calculus concepts. At the beginning of the class she took an assessment test to determine her overall aptitude and preparation for the Calc class. Etta earned an A on the exam. Fast forward to the end of the semester and we see that she finished the course strong, earning an A for the semester.

On the other hand there is James. For whatever reason, James did not enter the calculus class with the same level of mastery as Etta. In fact, on the same placement exam he only earned a grade of D+. By the end of the semester, however, he was able to earn a B. So who was the "better student?" If we measured performance strictly by outcome standards, we would say Etta - because she finished with an A. What if, instead, we measured performance based on an LΔ assessment? Under these circumstances, James now comes alive. If we adjust for where they both began and ended, the accomplishments of James cannot be denied.

So - am I saying that we discount the student who has straight A's in lieu of students with B's? Absolutely not! Straight A's are straight A's, and they usually signify a mastery of the subject material. What about the 'B' students like James though? Should we discount his accomplishments simply because of final grade? If we mean what we say about not comparing applicants to each other, should not we measure students individually and according to their LΔ?

Blah, blah, blah. What does this mean in terms of you? What was your LΔ throughout high school? More importantly, what was your LΔ as an applicant to MIT? How did you grow during the high school years and even during the application process? Let's say you applied EA to MIT and were deferred, what did you do? Did you do a realistic self-assessment? Did you view the decision as a speed bump and immediately look for ways to "show and prove" that you indeed are working from the point of view of a high LΔ? Or did you in fact, blame others or worse, blame yourself? What will you do now to begin or continue your upward LΔ?

MIT - and all schools for that matter - use traditional tools to gauge success. You know them as grades, rigor of courses, and standardized tests. Can we rely solely on these tools? I say no. None of the aforementioned specifically measures intangibles. What about heart? What about determination? What about resilience? Sure, grades and test scores are all good at telling us how you did, but do they really tell us how you will do?

To get a more balanced view we ask you to also submit essays that we hope will highlight who you are as a person. We ask you to SERIOUSLY consider having an interview - that will also help us to better know you as a person. And we also use tenants of LΔ. We don't just want to know if you will survive at MIT; we want to know if you will thrive at MIT.

So if you have straight A's in challenging coursework, is that good? Yes, but - as every blogger and admissions official at MIT has written ad nauseam - "You don't have to be perfect to be admitted to MIT..." The LΔ is how we measure that which is hard to measure - concepts such as work ethic, stick-to-it-ness, how you overcome adversity. When we measure your growth specific to your learning situation, it makes it very easy to look at you as an individual, rather than in comparison to other applicants. Believe me when we say that we are savvy and seasoned admissions professionals. Thus, therefore, and ergo - we know that students who display a high LΔ are the very same students who are great at self-advocating and who are also very likely to be academic adventurers. In other words, we believe that the students willing to take sound academic risks are the very same students most likely to maximize learning and to have a high LΔ.

I'll close with this. The concept of an LΔ is really important for all college applicants, no matter where you apply. Forget about LΔ and its effectiveness for college applications for a moment. Every attribute that contributes to a high LΔ and success in the classroom will also contribute to success in life. So remember to keep the LΔ concept in mind... we do.

Enough from me, what do you think?

NEWSFLASH... NO ONE MAKES IT AT MIT/COLLEGE (OR IN LIFE FOR THAT MATTER) ALONE! (Except for Justice Clarence Thomas who claims to have gotten into Yale law school solely based on his own efforts without the help of another living mammal in 1966... less I digress.)

In my humble opinion, the world is comprised of two types of students. Student type 1 - we'll call her Stephanie - is the type of student who defines the world in which she lives. Student type 2 - we'll call him Mills - is the type of student who is defined by the world in which he lives.

Lets examine Mills first. Mills is a student who is defined by the world in which he lives, thus he is reactionary in his approach to education. Mills looks to his or her peers for validation or rebuttal. He is overly cautious about the learning process and tends to be obsessed with issues such as GPA, class rank. He is quick to shy away from any action that he believes will negatively affect his chances of getting into a "good school." Worst of all, Mills is the type of student who tends to overvalue or undervalue himself based on the value system of those around him. A good example of undervaluation is how Mills interprets his SAT scores. He evaluates his scores based on comparisons of his scores as related to the scores his "peers." We know that if he scores higher than the majority of his or her peers then he may tend to think of himself as superior. However, when he finds others against whom he does not measure as highly... From Mills' perspective his scores don't quite measure-up.

Nevertheless, despite his reservations, Mills applies to MIT anyway. Much to his surprise, he is admitted to the Class of 2011.

Let's back up for a moment and also look at a different example. Mills performed well in high school with little effort. Performing well in the classroom and getting good grades seemed to just came naturally to him. In fact, he was more likely to provide help to his peers than to ever ask for help. In this way, he became overconfident in his academic ability, which of course leads to an overvaluation of his skill set.

The real tragedy for Mills is what comes next. Fast-forward a bit and we see Mills walking the Infinite with the rest of his peers. Except Mills is truly struggling. He is frustrated by his classroom performance. How can this be? Complicating the situation is his feeling that he is the only one "not getting it." "That's fine" he thinks. He believes that he only has to work harder and everything will be ok. He must work harder because he fears failure most of all. Those thoughts that he's kept buried deep are beginning to surface. He remembers the harsh stinging comments of his high school classmates who intimated that he was only admitted to MIT because of affirmative action. Maybe his SAT scores are an indication of his ability. (Nevermind the fact that his scores were well within the MIT's middle 50% of scores). From here as you can imagine Mills is in quite a pickle.

Where did Mills go wrong?

1. By working harder not smarter.
2. By not self-advocating. He was reluctant to ask for help.
3. By buying into misconceptions on the part of some of his peers that he was admitted b/c of his racial/ethnic identity.
4. Afraid of failure to the point that his actions became a self-fulfilling prophecy.
5. Afraid to fail, therefore afraid to try.

Now lets take a peek at Stephanie. Stephanie is a student who knows herself. As such, she is more inclined to be proactive than reactive. Stephanie is a bit adventurous as a learner. She is led by her intellectual curiosity rather than by the group-think. She's the student who will take an advanced course at the local community college because that's where the intellectual challenge is, not because it will look good on her transcript. Even though she ended the semester with a grade of "B" in the college course instead of the "A" that many of her peers received in the AP class, she still relished her decision. Self advocation is second nature to her. She did not let foolish pride keep her from applying for a fee waiver. She tends to "lean forward" into challenges and when she fails (oh yeah, she will see her share of failure!) she immediately looks for ways to get back on the horse. She tends to learn as much from failure as she does from success. This keeps her humble, honest and in touch with who and what she really is.

The real success is what happens next. Fast forward a bit and we see Stephanie walking the Infinite with the rest of her peers. Stephanie is struggling a bit as well. Here lies the difference. Stephanie is a shameless self-advocater. She is making great use of the support systems available to her. In doing so she has come to realize that everyone at MIT struggles with something at MIT. She is too busy moving forward to actually worry about failure in the way that Mills does. She realizes that this opportunity at MIT should not be taken for granted and taken lightly. She too has fear of failure but is smart enough to use that fear to find ways of working smarter, not harder.

Where did Stephanie go right?

1. By working smarter.
2. By being a fearless learner.
3. By being a shameless self advocator.
4. Owning and making her own future.
5. By being willing to change in order to be successful.

Never will you actually see anyone as one-dimensional as Mills or Stephanie, of course. The truth is, if we look deeply we will find a little bit of both of them in all of us. I will end this with just a few conclusions:

1. Everyone falls down; it's the winners in life who get up really fast and learn from the experience.
2. The person who never stops being an adventurous learner is the one who ultimately wins in life.
3. Make sure that you take the time to find, refine and trust in your voice.
4. Only after that is done can you make sure your voice is always heard by those around you.

Thoughts?

Tucson, AZ (A.K.A. Wildcats & Mr. Rattlesnake)

"Dry heat" huh... You know what? 99 degrees is 99 degrees. End of conversation!

[SIDEBAR] Why did the flight attendant spend 10 minutes explaining that my seat could be used as a floatation device even though the entire route of the flight (Phoenix to Tucson) was over the desert? Just thought I'd throw that out there.

What a great town. I got a chance to be like Tiger on the links in Tucson. I now understand desert rules for golf. After marveling at a 240+ yard drive (just off the green) I encountered a Tucson native inhabitant; the rattlesnake. There I am in the middle of my back swing when I hear what can only be described as someone shaking beads in an empty soda can. I wish I could tell you what he/she/it looked like but I quickly vacated the area. It was at that moment that I realized why the entrance of the golf course suggested "Desert Rules" and "Beware of Rattlesnakes." I wonder if the snake thought that I might taste like chicken.

The MIT Central Meeting was held at Catalina Foothills High School. I was treated to a pre-game show by the School Marching Band. All I can say is wow! If you happen to watch the Macy's Thanksgiving Day Parade, be sure to keep an eye out for The Catalina Foothills High School Marching Band. Overall I had a blast. There were great students and there was great southwestern food, but no fish tacos.

Phoenix, AZ (A.K.A Sun Devils)

"Dry heat" huh... You know what? 108 degrees is 108 degrees. End of conversation!

I had another spectacular Central Meeting that was held at Phoenix Country Day School. The crowds really turned out for my meeting. We had lots of great conversations and more than a few laughs at my expense. Sorry about the technical difficulties, Phoenix. I know, I'm from MIT so there should be no technology issues with my presentation. In my defense I'll remind you that I only work at MIT.

Oklahoma City, OK (A.K.A. SOONER Country)

Beautiful weather and great students! During my visits in OKC I was able to meet students from Classen HS and Northeast Academy. The prize for the largest student turn-out goes to Oklahoma School for Science and Math who rolled into the library 50+ strong! Talk about a warm welcome!

Norman, OK (A.K.A. BOOMER - SOONER Epicenter)

Everyone who knows me is fully aware that when it comes to sports I L-O-V-E the University of Oklahoma football SOONERS. Hell, I probably would have named my daughter Boomer if I thought I could have gotten away with it. Less I digress. As I drove into Norman it was hard to see the road because of the tears in my eyes. (Yes I was happy, but I ran over a dead skunk on highway OK-77 South). Despite minor setbacks, I pressed on.

I first visited Norman High School where we talked and talked and talked. I left thinking, " what a great group of students." (I must admit that collectively the Norman students had a warped and twisted sense of humor...probably the reason that I enjoyed the visit so much.) They threw lots of tough question at me and hopefully I answered to their satisfaction. Norman HS, let me know how you'd rate The Nance Effect Road Show.

After you visit Norman H.S. there is only one place left to go... that's right, Norman North H.S! This time I was ready. With no dead skunk aroma and a cup of Starbucks Venti Skinny Peppermint Mocha Late (no whipped) I was ready for the Norman North crowd. In a room designed to hold 12 we stuffed 25 students and a video camera for an extra long discussion about MIT. Did I mention that there was no AC in the room and the outside temperature was in the high 80's? Still Norman North, you showed me mad love Sooner style.

After all of that activity, I thought that I would go to the OU bookstore, take a few pictures of the football stadium and call it a night. Ohhhhh no! Not the kid! I was reunited with the great Paul Rocha, Student Recruitment Specialist at OU. (Some years earlier we were a dynamic admissions duo at Cornell.) After an amazing Mexican feast we moved on to Edmond, OK where we conducted a joint college presentation at the Edmond Native American College Program. (Big shout-out to Ms. Baya Sanchez Crynes and Ms. Sydna Yellowfish for the warm welcome and cool Native American print t-shirt!) After a great few days with awesome students and friends - new and old - I was forced to bid farewell to Sooner State. (Still no fish tacos)

El Paso (A.K.A. Miners)

El Paso welcomed me with open arms and mercury readings in the high 90's. Enough with the dry heat references!

Unfortunately, I was not able to make any high school visits, but I finally got my fish tacos! Life is so good to me! After a few hours of sleep and a great meal I was ready for the best and brightest that El Paso had to offer. True to form, I was not disappointed in the number of students and families that came to learn more about MIT. Great questions and conversations from a very knowledgeable crowd. It was a love-fest. I am disappointed that my schedule did not allow me to visit any schools in the El Paso area, but I did get to make my first trip to Mexico. I spent a grand total of 20 minutes south of the border. So much to do, so little time. Alas, there is always next year.

In the coming weeks the The Nance Effect Road Show is headed to New York City and Southern California. If you happened to catch it or you have questions about the application process, drop me a line and we'll tawk.