Application review at selective institutions
Upcoming SlideShare
Loading in...5
×
 

Application review at selective institutions

on

  • 180 views

 

Statistics

Views

Total Views
180
Views on SlideShare
179
Embed Views
1

Actions

Likes
0
Downloads
1
Comments
0

1 Embed 1

http://www.facebook.com 1

Accessibility

Categories

Upload Details

Uploaded via as Adobe PDF

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Application review at selective institutions Application review at selective institutions Presentation Transcript

  • How Do We Select Students?
  •  Michele Brown, Senior Assistant Director ◦ The Ohio State University Rae Ann DiBaggio, Senior Associate Director ◦ Case Western Reserve University
  • What’s the hype with thecollege admission process?◦ Media Attention  Headlines “Toughest Year Ever in College Admissions”◦ What does “Holistic Review” really mean?◦ Confusion between “Best Schools” and “Most Selective”◦ We’re here to give the insider’s view on admissions at selective colleges!
  •  Open Admission ◦ HS diploma, accept on first-come first-served basis More Selective ◦ More selective than open enrollment ◦ Look at a variety of factors Very Selective ◦ Small number of schools ◦ Receive 10-15 apps per slot ◦ Tough review process for admission
  •  Admission and Application Process Types of admission: ◦ Early Decision (ED)  ED admit/deny  ED defer ◦ Early Action (EA)  EA single choice – restrictive EA  EA defer ◦ Regular Decision ◦ Deadlines vs. Rolling Admission ◦ Final grades do matter
  •  What are we looking for? ◦ strong record of academic performance ◦ enthusiasm for learning ◦ academic promise in part by standardized testing ◦ distinctive achievements or talents ◦ knowledge of self & appreciation for individual differences ◦ demonstrated interest ◦ institutional needs/goals Bottom Line: We want students who will be successful and who will contribute to our community
  • Review Process First Read: ◦ Typically - counselor assigned to high school ◦ Make admission/scholarship recommendations Second/Final Read: ◦ Another admission counselor – adds another dimension ◦ Approaches review from a non-familiar look at app ◦ Committee: ◦ Some files – borderline cases ◦ All files – some schools may review every app in a discussion environment
  •  Key factors on the transcript ◦ Course selection  what is available at your school, and what did the student take? ◦ Grade trends  Upward or downward trends  Strength or weakness in a subject area ◦ Level of rigor  Did the student challenge him or herself?  Did the student take the minimum requirements or go above and beyond?
  •  What do admission offices need from high schools? ◦ Grading Scale ◦ Description of rigor  Is this an honors or accelerated class?  Is it included in the GPA? ◦ School profile  Demographic information about your school  Course offerings  College bound rate of your students  Performance on standardized tests
  •  An essay that grabs our attention ◦ Students should be willing to take a risk and talk about something unique An essay that doesn’t just retell information that is already included in the application ◦ Too many essays just list activities and other information that can be found on the transcripts An essay with appropriate topic/subject/language. ◦ Students should consider if they really want the committee to know about this particular topic ◦ Students need to use appropriate format and grammar. We do judge on how the essay is written! ◦ Students should ask - What image is left with the reader? ◦ PROOF READ
  •  Recommendation letters can carry a lot of weight ◦ Tell us information about the student beyond the information in the application ◦ What type of student is this individual? Are there special talents we should know about? Enlist others to help ◦ Ask parents to submit a “brag sheet” to give you a better picture of the student Help other faculty and staff ◦ Develop writing guidelines for teachers and other staff who might write letters of recommendations
  •  Extra-Curricular Activities Leadership Work Race/Ethnicity First Generation Status Socio-Economic Status Geographic Diversity Special talents
  •  College Admission decisions do not happen in a vacuum The institution will have set goals that will affect who is offered admission that can include: ◦ Number of students ◦ Diversity of student body ◦ Types of majors available
  •  Students can control ◦ Academic Performance ◦ Essay ◦ How application is put together Counselors can control ◦ Profile, letters of recommendation College can control ◦ Institutional goals No One Controls the applicant pool
  •  Excellence College ◦ Selective, Private, Liberal Arts College ◦ Admission Rate: 50%  Average GPA of admitted students = 3.9/4.0  ACT middle 50% = 27 – 32 ◦ Student Population: 2,500 undergraduates ◦ Available Majors: Traditional Liberal Arts Select 1 student to admit, 1 to deny
  •  Great State University ◦ Public, Selective, Research University ◦ Admissions Rate: 65%  Average GPA: 3.7/4.0  ACT Middle 50%: 25 – 30 ◦ Student Population: 25,000 undergraduates, 8,000 professional and graduate students ◦ Available Majors: Arts and Sciences, Business, Engineering, Education, Health Sciences Select 1 student to admit, 1 to deny
  •  Michelle Gregory, Williamsburg, VA, UND ◦ GPA: 3.74, Class Rank: DNR/153; SAT 1300 Stephen Markowitz, Cincinnati, OH, UND ◦ GPA: 3.56; Class Rank DNR/480; ACT 29: SAT 1310