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The CEP Assessment: Designed to Help You

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You can do it! Becoming a Certified Educational Planner requires the completion of a peer reviewed assessment. This webinar is designed to alleviate stress by helping you create a concrete plan to ace the assessment! We will reveal the questions asked and give sample responses in the institutional knowledge section which will allow you to focus on the best ways to prepare. An actual case study with comments from evaluators will demonstrate what is expected in the professional knowledge section. You will learn about how the assessment is scheduled and other logistics. Many of the leaders in our field are certified. Join us and learn how you can achieve this next level of professional recognition!

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The CEP Assessment: Designed to Help You

  1. 1. The CEP Assessment: Designed to Help You Show What You Know!
  2. 2. • Steven R. Antonoff, Ph.D, CEP • Cyndy McDonald, MA, PPS • Rachel B. Sobel, Ph.D., CEP
  3. 3. • Institutional Knowledge • Professional Knowledge Note that responses and evaluator comments included here are taken from different candidate’s Assessments. Examples are composites and presented for the purpose of explaining the Assessment.
  4. 4. INSTITUTIONAL KNOWLEDGE
  5. 5. Institutional Knowledge: From the 30 colleges you listed in your application, the Assessment Committee will identify 4 for your Assessment. You choose 2 of the 4 to write about. The following five questions are asked of both colleges.
  6. 6. What type of student might be happy and best served at this college/university?
  7. 7. University of the South—Sewanee caters to . . . students who are looking for a conservative atmosphere to learn and study with people that look like them and have had similar world experiences. They might not know what they want to be when they grow up but understand the value of a small intimate liberal arts setting to help them find their way. Sewanee students are bright, friendly, and outdoorsy. They come to school with a suitcase full of dress clothes – boys blue blazers, button downs and khakis, and girls with a mix of LL Bean and Lilly Pulitzer. Greek Life is big, especially amongst the DIII athletes. Students looking for Greek life will find ample parties and organizations both Greek and non-Greek in which to participate. Students who are looking to balance an outdoorsy lifestyle with a supportive, nurturing, and familial campus will thrive here as long as they don’t mind the isolated environment.
  8. 8. What are the stand-out features or attributes of this college/university?
  9. 9. New York University. . . Global awareness is embedded in NYU’s DNA. NYU is one of the largest research institutions in the country. NYU offers students an incredible opportunity and access to engage in research. At the undergraduate level, the Stern School of Business is notable. The Tisch School of the Performing Arts which hosts one of the most demanding audition rounds in the nation attracts and lands some of the countries (and worlds) best talent. The Brooklyn Polytechnic Institute (which houses their engineering departments) now turns out some of the best high tech coding geniuses who are busy in tech start ups and helping out the NY offices of Google and the like. NYU’s Gallitin program of Individualized Study offers an outstanding option for students not ready to declare a major and allows them to design their own interdisciplinary curriculum and customize a major. NYU’s diversity in offerings, combined with being located in one of the most remarkable cities in the world makes NYU one of the most sought after brands in higher education worldwide.
  10. 10. Describe the physical plant and the influences of the surrounding communities on the college or university environment.
  11. 11. Syracuse University. . . Syracuse is a large urban campus within a medium sized central New York State city. It is connected to the Upstate Medical Center and houses the SUNY ESF campus within its boundaries. A mix of refurbished older buildings and new state of the art facilities is evident. The Carrier Dome is part of its first class athletic facilities. Local links to stores and other venues close to campus tie it directly to the community. The University is one of the largest employers in the city and the economic impact of its students is significant. Tail gating before an SU game is like going to an NFL game!
  12. 12. In general, what are the admission criteria? What are the general parameters of students you would refer to this college/university?
  13. 13. New York University. . . A successful applicant would have taken advantage of both Honors and AP classes especially in their chosen fields of interest. NYU gets more selective each year and certain programs are more selective than others to gain acceptance. In general NYU looks for an ACT range between 30 and 33. For Stern Business the bar may even be higher. For Tisch, auditions and musical supplements must be submitted so unless a student is extremely talented (read world-class) they may not have a shot. US students can enroll in the Abu Dhabi or Shanghai campus and this requires a separate application and the school will even fly a serious applicant to visit either campus. NYU also looks for a student who is self-motivated and demonstrates this by way of extracurricular activities, and that they are able to handle living and succeeding in NYC.
  14. 14. Please name two or three examples of similar colleges and/or universities and describe the reason(s) for the similarities.
  15. 15. Comparisons with Wheaton College (MA) . . . I would probably suggest that a student investigate Connecticut College and Skidmore if they are interested in small residential colleges on the east coast. All offer amazing opportunities for students who want to engage in the process of learning. Skidmore is a bit bigger than the other two and thus offers a few more opportunities. But all are special places that this student ought to explore.
  16. 16. “This candidate knows the facts about BU, but more than that, I like that s/he understands the sort of student who thrives there. I can see this candidate talking to students and parents about the differences between colleges. The candidate spices descriptive material with interesting tidbits about the schools. If we don’t do that in our offices, the list presentation can be pretty boring!”
  17. 17. Eva Jones-Chow, 17, and a high school junior, has impressive credentials. She will graduate from a competitive and well respected, large public high school. Eva has a 3.85 GPA and a rank of 18 out of 725. Her junior year classes are English (regular track), Pre-Calculus, AP Chemistry, Spanish 4, AP European History, and Business. She is planning on the following schedule during her first semester in 12th grade: College Prep Writing, AP Calculus AB, AP Physics, AP Spanish, Western Thought, and Business. Her ERW score on the SAT is 650, Math 780. Her SAT subject tests are: Literature 600, Math level 2 800, and Chemistry 640. In terms of activities, she has been an active participant in the Distributive Education (Business) Program and qualified to attend the district competitions (although, as it turned out, she did not win awards at districts). She is also involved as Treasurer of the school’s Community Service Organization, Secretary of the National Honor Society, President of the Spanish Honor Society, and a member of the Climate Challenge Club (CCC), a group organized to increase awareness of climate change. She also has had a few local victories in speech and debate tournaments.
  18. 18. Eva is a very enthusiastic person and speaks with energy about her involvements and her love of school. She told you that she works hard, and you sense that, while perhaps not a scholar, she will be thorough and devoted to her college studies. She impresses you as peppy, engaged, and more preppy than alternative. She is likely very popular at school. The draft essays she has given you are impressive, but not superlative. She and her parents are open to a wide variety of factors in choosing a college. Many teachers and friends have told the family that they can see Eva at a top tier college or university. She wants to study one of the social sciences and wishes to consider a couple of schools that are under 3,000 students, but prefers a school with an enrollment between 5,000 and 20,000. She would like lots of campus activities and is looking for energy, spirit, and fun. Since she is undecided as far as major and career, she would like a school with good academic and career guidance. Opportunities for internships or work experiences would help her sort out a career path. She is OK with some religious influence, but wouldn’t be happy if the school revolves around it. She doesn’t care about location and is equally interested in urban schools as she is with more rural places. Her parents told you that they have saved for Eva’s education. They told you that cost is secondary, but also that they would be “all ears” when it comes to learning about schools that are good values.
  19. 19. Question 1: What general characteristics would you be looking for in colleges for this student? Provide an overview of the case. What is Eva like? How would you describe her to a colleague? How would you summarize her admission profile? What points stand out in the case about what she is looking for in a college?
  20. 20. Question 1: What general characteristics would you be looking for in colleges for this student? Eva has a fairly rigorous schedule, is in the top 10%, and has SAT’s that are likely in the 80th or 90th percentile. That said, she is “average” in terms of the “top tier” colleges. There is a clear thread of leadership in her background. These factors stand out as I think about good fit colleges: medium size, energetic, good academic and career advising, real world experiences and not a lot of religious influence. There is an interest, but not a requirement, of merit scholarships. Of all factors, perhaps energetic stand out as it may include enthusiastic, fun, spirit, and active.
  21. 21. Question 2: Suggest 3-5 specific college recommendations appropriate for this student and support your rationale for each option. What is a good fit college for Eva? What is the connection between Eva and the college you are suggesting? Think about who she is from both a fitting-in and also a getting-in perspective. What is Eva like? What is she looking for in a college?
  22. 22. AMERICAN UNIVERSITY – This Washington, DC institution has become increasingly selective over the past few years. Students at this mid-size university share many of Eva’s qualities and interests: they are enthusiastic about their involvements and commitments, especially those related to the social sciences such as political science. AU students like their causes, whether reducing their carbon footprint or advocating for an international rights agenda. At American, Eva will find other smart students who work hard, though are not among the most intellectually curious. BOSTON UNIVERSITY – Eva might find BU an attractive option. While students at BU love and take advantage of all that Boston has to offer, they tend to be, on the whole, practical and focused on their studies. Its urban location will give Eva the opportunity to get involved in all varieties of community service. With several thousand students across many colleges, BU’s size will likely be an attractive feature. Eva can take a broad range of classes in the liberal arts, including the social sciences.
  23. 23. UNIVERSITY OF ROCHESTER – Rochester’s motto, Meliora, or ever-better, would probably resonate with Eva. Students at Rochester work hard and are devoted to their studies. Test flexible, Rochester admission will likely be more focused on Eva’s academic performance than her test scores, though they are certainly respectable and within Rochester’s range. This mid-size school of just over 5,000 students could be an interesting one for her to explore. A liberal arts university that also offers pre-professional programs (engineering, business, education), Rochester allows students to truly be the architects of their own education. There are no mandatory areas of study, only requirements that students take a certain number of courses in each of three clusters. Eva would have the opportunity to explore her social science interests and also consider/pursue those subjects that play to her academic strengths (quantitative). Located in the economically diverse city of Rochester, Eva would find ample opportunities to remain involved in community service.
  24. 24. Question 3: List any other points that should possibly be considered in working with this student. This is an opportunity for you to state any other matters that relate to your working with Eva and her parents. Are there any issues that you should talk to Eva and/or her parents about? Are there developmental or educational issues that need to be addressed? (Think college application ‘Additional Information’ section). Is there information missing from the case study? If so, state them clearly. Example: “I’m assuming that the family is full pay.” Assumptions are fine, but be sure to state them clearly.
  25. 25. 1) It sounds like Eva and her family may need a discussion on prestige and the rankings and how that correlates to fit. I would show the family data from various sources and explain to them the unpredictable nature of the most highly selective schools. 2) While Eva has the class rank, her test scores are slightly lopsided since she did not break the 700’s in either writing or reading – especially for someone who wants to go into a humanities based major. Also, I would spend some time discussing with the family the level of competition and talent that kids who are getting into the Ivies and uber- selectives possess. While Eva has shown some local level winnings, her resume has nothing special compared to the types of kids she would be competing with at the top tier of the uber- selectives. Finally, I would make sure that the parents know that just because a school ranks highly, or belongs to a storied football league, it does not mean it is a good fit.
  26. 26. 3) With students like Eva, I am mindful of expectations versus realism. Eva has done well and should be lauded for her accomplishments. But the reality is that “doing well” is average for the ultra competitive colleges. I might spend time with Eva talking about her strengths and interests. While they don’t always have to go hand-in-hand, aptitudes and passions may not have an obvious intersection. For Eva, as I do with most students, I would administer the MBTI and a Strong Interest Inventory to get her thinking more about her learning style and career interests. While I am a firm believer that a 17 year old should not feel a need to commit to a career direction, she might find it a useful tool as she explores her college options and considers the best academic and social environment for her college years.
  27. 27. Assessments are scored considering these criteria: • The candidate demonstrates a clear understanding of the most appropriate choices and an excellent rationale • Acceptable school choices and a good rationale • Questionable appropriateness, but acceptable rationale • Most choices inappropriate, but some indication of an acceptable thought process in terms of rational • Inappropriate choices and unacceptable rationale
  28. 28. “ . . The candidate does a good job of identifying Eva's needs as a student, looking for fit. As an undecided major with an interest in the social sciences, exploring within this realm may begin before Eva goes off to visit any of her colleges . . ."
  29. 29. “ . . . Overall, the highly specific details about the options, academically and personally, for each college were impressive! I love that the candidate emphasized types of internships and work experiences that could help her career path become more focused . . . “
  30. 30. • I created flashcards. • I created a spreadsheet of relevant information on the 30 colleges. Generally divided notes into the 5 questions. • Quick review/reorganization of visit (and other) notes to reflect format of the questions. • Review of college guides, websites, or two-page data sheets of the 30 colleges, highlighting keywords. • Review of a couple of my recent student cases looking at lists I generated. • Talked to colleagues and/or recent Assessment takers if I was unsure about something like a comparison college. • I trusted what I knew! • I “study” for the test each day through work with students and families! • I had fun with it! I merely had to refresh my memory!
  31. 31. CEP’s recertify every 5 years. At that time documents must be submitted to verify fulfillment of recertification requirements and annual fees must be current ($75 per year). Documents include: • Completed application for Recertification • Signed copies of Affirmation and Certification forms • $100 Recertification Fee (includes annual fee) • List of at least 75 site visits • Record of at least 75 hours of professional development activities of which 35 hours are earned through attendance at workshops, conferences, seminars, webinars, programs, or institutes
  32. 32. QUESTIONS AND DISCUSSION
  33. 33. FOR MORE INFORMATION www.AICEP.org info@AICEP.org

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