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8/26/2010

Identifying Behavioral Norms in College Admission

Over the past 50 years, the size and role of admission offices within colleges and universities has changed dramatically. Some of these changes have led to increased pressures for admission officers to prioritize the marketing aspect of their jobs, leading scholars and leaders in the profession to issue appeals that the educational and counseling roles of the admission office remain paramount. In response to these concerns, Robert L. Hodum and Glenn W. James examine the informal behavioral norms that exist among admission professionals as a means of assessing the extent to which ethical practice is inherent in the profession. Their study, “An Observation of Normative Structure for College Admission and Recruitment Officers,” discusses these norms and the factors that influence the extent to which behavioral norms have been adopted.

The study acknowledges the formal ethical codes of the national professional organizations to which admission officers belong—the National Association for College Admission Counseling (NACAC) and the American Association of Collegiate Registrars and Admission Officers (AACRAO)—as one indication of professionalization within the field of admission. NACAC’s State of Principles of Good Practice (SPGP) was used, along with published research and expert interviews, to develop the study’s “College Admission and Recruiting Behaviors Inventory (CARBI).” The authors administered this survey inventory to admission officers, asking them to classify various behaviors according to the level of appropriateness and degree to which administrative intervention would be required to address the behavior. The patterns that emerged create a picture of the ethical boundaries that have been informally set in the field.

Among the norms that were considered inviolable were: institutional misrepresentation, disregard for fair treatment of others, inappropriate compensation, dishonest recruitment practices, and breach of confidentiality. Admonitory norms included institutional self-centeredness, stopping short of full disclosure, offering enticements, and seeking an unfair advantage. Eight of the nine norms identified by the study are specifically addressed in NACAC’s SPGP, and, in general, respondents’ degree of familiarity with the SPGP related positively to how egregious the behaviors were considered (though this was not uniformly true for all norms). Respondents with more years of professional experience and those at higher levels within the profession also rated violations of many of the behavioral norms more negatively.

This study offers crucial insight into the informal behavioral norms of the admission profession and suggests implications not only for recruitment practices but also for the socialization and training of admissions officers.

Hodum, R. L., James, G. W. (2010). An Observation of Normative Structure for College Admission and Recruitment Officers. Journal of Higher Education, 18 (3), 317-338.

To comment on this posting you must be signed into the NACAC Web site first, and then click “Comments” below.

Posted at 1:58 PM by Melissa Clinedinst | Category: Research | Permalink | Email this Post | Comments (0)

8/17/2010

NAIA Introduces New Eligibility Center

This fall, the National Association of Intercollegiate Athletics (NAIA) will introduce its first class of participating students certified at a national level. NAIA converted the formerly institution-based certification process into a centrally controlled Eligibility Center.

"The Eligibility Center signals our commitment to fair play for NAIA student-athletes and also provides a major boost to those on campus responsible for eligibility," said John Leavens, senior vice president for membership services at NAIA.

NAIA organizes college sports programs at 300 member institutions and sponsors 23 national championships. An estimated 60,000 student athletes compete in NAIA-organized programs.

Previously, NAIA's individual member institutions determined eligibility status for for first-time student athletes. According to an NAIA press release, the association enacted the policy changes to "emphasize accountability in the certification of student-athletes and fair competition among individuals with similar athletic experiences."

Students registering with NAIA are required to present their academic and athletic records. Registrants must meet several academic standards to become eligible. For more information, read the NAIA Guide to the College Bound Student-Athlete and visit playnaia.org.

To comment on this posting you must be signed into the NACAC Web site first, and then click “Comments” below.

Posted at 2:35 PM by Sean Nyhan | Category: College Admission | Permalink | Email this Post | Comments (0)

8/13/2010

The Journal of College Admission Wins Honorable Mention

Earlier this year, NACAC entered Undocumented Students: Special Issue of The Journal of College Admission into the Magnum Opus Awards. The Magnum Opus Awards are sponsored by ContentWise and managed in conjunction with the Missouri School of Journalism. The awards celebrate the best publications in custom publishing.

This year the judges considered 560 entries. The Journal received an Honorable Mention in their Best Special Topic Issue category! View the listing. As the debate about immigration and undocumented students continues, NACAC aims to keep counseling admission professionals who work with these students informed.

If you haven’t explored this issue of the Journal already, check it out on the Knowledge Center (for members only) or purchase/download articles from the NACAC Marketplace. Due to the overwhelming number of submissions, an additional online supplement is available free to members and nonmembers.

For further discussion, join experts from NACAC for The State of Undocumented Students in College Admission: Moving Forward in Challenging Times Webinar on September 15, 2010. The Webinar will include a discussion of the Dream Act, and strategies that will assist you as you support these students, who account for 1.8 million, or 15 percent, of the undocumented immigrants now living in this country. Register now!

Posted at 9:22 AM by Sarah Cox | Category: Access | Permalink | Email this Post | Comments (0)

8/10/2010

New Steps to College Article Discusses Application Submissions

Over the last couple of decades, application volume at U.S. postsecondary institutions has been steadily increasing. While there have been record-breaking numbers of high school graduates in the last few years, the rise in application numbers can also be attributed to another telling statistic.

Typically, college counselors recommend a maximum of six to eight applications per student. "There were not many students who could justify a list longer than eight colleges," said Scott Anderson, director of Outreach for the Common Application and a former college counselor.

According to survey data from the Higher Education Research Institute at UCLA, the percentage of students submitting seven or more applications has risen from nine percent to 22 percent since 1990. Applicants have been growing in numbers, but so have the number of applications per student. To address this trend, NACAC has published a new article for its Steps to College series called "College Applications: How Many is Too Many?"

In the new article, counselors offer advice based on the competitive admission environment and the lackluster economy. "The Chicken Little, sky-is-falling scenario does not apply to most students," Anderson said.

NACAC encourages you to share this article and others in the Steps to College series with your students. NACAC is also working on an article called "Don't Major in Debt," and would like to hear from counseling and admission professionals. If you can answer any of the following questions, post your responses below or email them to snyhan@nacacnet.org.

For Counselors:
1. Are you advising your students to apply to more colleges in order to receive the best financial aid package?

2. Do you share any financial planning materials with your students and their families?

3. Do you host any financial information sessions at your school?

For the Admission Office:
1. Do you have any financial planning materials for prospective students? Is there a price calculator on your Website?

2. When prospective students inquire about financial aid, do you provide information or do you immediately refer them to the financial aid office?

3. Has there been an increase in the requests for financial aid? If so, how have you handled that increase?

To comment on this posting you must be signed into the NACAC Web site first, and then click “Comments” below.

Posted at 2:20 PM by Sean Nyhan | Category: College Admission | Permalink | Email this Post | Comments (0)

8/4/2010

Be yourself, feel free...

NACAC member Steve Singer comments on the competitive state of college admission and urges students to “market” themselves by being themselves, rather than trying desperately to “beat the system,” on The Choice blog. His retirement right around the corner, the author reflects on his long career, how things have changed and the attitude students should take as they apply to and choose a college. He clarifies where the weight of admission competition should be––with the colleges––and encourages students to recognize this as they apply.

Mr. Singer begins the article reflecting on how different things are now than they were when he began his current job in 1985. Then the competition was local––classmates and those from rival high schools. Now students must worry about students from around the world. Combine that with a low admit rate and… well no wonder students are worried about making their lists of credentials longer and longer.

He talks too about the cause of this effect: “Admissions numbers––applications, admit rates, student yield, extracurricular achievements, diversity––can affect bond ratings, national rankings, standings with your traditional ‘rivals.’” All these things, he says, “… threaten jobs.” These educators aren’t villains––they want the best for their kids and their school––but students come away with the impression that they cannot “get an exceptional education at hundreds of outstanding colleges” or be enriched “ intellectually, materially and spiritually.”

What should students do about this predicament? “Rebel. Be ornery.” Noting that this is a buyer’s market, the author shifts our perspective. Be yourself, feel free and apply to suitable colleges––good academics and a good fit can be found at many schools. In closing, we remember that the colleges are not the only ones making choices.

To comment on this posting you must be signed into the NACAC Web site first, and then click “Comments” below.

Posted at 4:22 PM by Sarah Cox | Category: College Admission | Permalink | Email this Post | Comments (0)

8/3/2010

SAFRA: Pivotal Shifts in College Access

The latest addition to the Briefing Room includes podcasts from professionals who help underserved student populations realize their postsecondary ambitions. This edition focuses on the Student Aid Fiscal Responsibility Act, a bill aimed at reducing the financial burden on students seeking college admission. David Tandberg, special assistant to the secretary of education in the Pennsylvania Department of Education, perfectly captured the spirit of the bill in his own personal mission statement.

"We have, I think, a moral obligation to help these students," Tandberg said. "It doesn’t mean that they all have to go to college, but going to college should be a real opportunity for them.”

Tandberg began working for his state government under the condition that he would be able to focus on college access issues. He has been working with Project Grad, a national program aimed at increasing the high school graduation rates and overall college-going culture in low-income areas.

To help fund this collaboration, the Pennsylvania Department of Education has taken advantage of funds from the College Access Challenge Grant program (CACG). Congress recently passed the Health Care and Education Reconciliation Act, a modified version of SAFRA that allocated funds for CACG and many other important programs.

The legislation dramatically altered the state of student aid. Visit the Briefing Room for a complete breakdown of the components of the bill that relate to college admission and counseling. And listen to podcasts from:

Anna Griswold, Assistant Vice President for Undergraduate Education and Executive Director for Student Aid at Pennsylvania State University

Marlene Mohs, Associate Dean of Admission at St. Catherine University

David Tandberg, special assistant to the secretary of education in the Pennsylvania Department of Education

Posted at 9:27 AM by Sean Nyhan | Category: Legislation | Permalink | Email this Post | Comments (0)

7/30/2010

EducationUSA Conference to Focus on Strengthening Connections with Prospective African International Students

July 31, 2010 - To illuminate the rich cultural diversity of African students and the vast outreach and partnership opportunities available for US higher education, EducationUSA, a global network of more than 400 educational advising centers sponsored by the U.S. Department of State, will host the Triennial African Conference from October 4-8, 2010 in Pretoria, South Africa.

The four day event will focus on strengthening the EducationUSA network throughout Africa as advisers work with prospective international students in 43 African countries to connect them with US colleges and universities and prepare them for life as a college student.

The conference will also provide an opportunity for US postsecondary institutions to explore new strategies to increase their visibility and create partnerships with members of the African higher education community. Admissions, enrollment management, and study abroad representatives from US colleges and universities will have the opportunity to network with EducationUSA advisers to build more effective relationships with African students and enhance the quality of services offered by EducationUSA.

Registration for the Triennial African Conference is open until August 16, 2010. Visit EducationUSA’s Web site for more information.

Posted at 11:05 AM by Sarah Cox | Category: Access | Permalink | Email this Post | Comments (0)

7/26/2010

What Counselors and Parents Need to Know About LD/ADD Students

By Joan M. Azarva, Ms.ED

All new freshmen, learning disability or no, deal with major adjustments as they cross the threshold from high school to college. Many students find the challenges insurmountable. In fact, in February 2010, Rob Schnieders, Director of National Engagement at the Urban Education Institute (UEI), reported that fewer than 60% of students entering four-year colleges today are graduating.

For students with learning disabilities, however, the hurdles are even higher. Besides adjustment to independence that all new college students face, students with LD are required to operate in a new and unfamiliar system in which all the supports they depended on to succeed in high school are now absent: the IEP (Individualized Education Program), parental advocacy, teacher support, individualized and/or resource room tutoring, and reminders from parents regarding assignments and due dates, etc. The sudden withdrawal of these supports puts this cohort at particularly high risk for failure.

To make matters worse, students who had Special Education classes in high school are often reluctant to disclose disabilities in a postsecondary setting. They are tired of being “labeled” and perceive college as a new beginning where no one knows their history of struggles. In the case of non-disclosure, the student contends with yet an additional missing support from high school––without documentation, he or she is not entitled to accommodations on the college level.

Counselors and parents need to know:

Disclosure upon admission is confidential. Unlike high school, there are no labels or classes specifically for students with disabilities. In college, this information remains with the disability services office and any professors to whom the student decides to disclose.
Motivation is the key factor in college success.
College fit is the second most important factor.
Help is empowering, not a sign of weakness. Students who regularly seek help are more successful and often become metacognitive.
There’s a big difference between “accommodations” and “services”. Know exactly what the student requires to be successful.
Disability services offices might tell parents what they want to hear. Don’t rely only on what one school representative says. Do some detective work to gain objectivity.
Community colleges, because of their size and mission, may offer less service than a four-year institution.
Quality (a solid GPA) trumps speed. Many students with disabilities take longer than four years to graduate because of take reduced course loads.
“LD-friendly” colleges offer students a FERPA waiver, so that parents may have contact with the college and access grades.
Students should have some sense of direction before selecting a college to be sure the college has the appropriate major.
False: If students don’t attend college immediately after high school, they’ll never go. Many students mature with a gap year or a few realistic years in the working world. That maturity is often accompanied by motivation to succeed.
There are many paths to success, and college isn’t the only one. Individuals who are not academically-inclined can earn a far better living by learning a vocation than by getting mediocre grades in college classes that don’t interest them.
Foreknowledge of the college system, how to navigate it, and how it differs from high school is critical to the success of students with disabilities.
Effective study skills, not just reading, are a prerequisite to college success.
Expect that for every hour a student is in class, there will be two or three hours of outside work/study.
Going to college and employment are often incompatible for students with LD. Work should be reserved for summers and break periods, if possible.
If a student is not ready to take on the responsibilities of college, don’t cut the check. Wait.
The road to success is paved with potholes. Students need to have emotional coping strategies to get past these.

Visit the Conquer College With LD/ADD Web site, for free articles and resources that prepare students and their parents for the critical high school-to-college transition.

________________________________________________________________________________________

Joan M. Azarva, Ms.ED, an expert college learning specialist, parent of an adult son with LD who graduated college successfully, and a graduate oft he University of Pennsylvania’s Graduate School of Education, has experience with disabilities in all age ranges that spans more than three decades. In 1993, however, due to the well-documented low postsecondary success rate of this cohort, Joan decided to focus exclusively on the critical high school-to-college transition period.

From both professional and personal experience, Joan has learned that proactive measures cannot only fend off failure, they can also produce extremely desirable outcomes. If you are a parent, counselor or instructor of high school students who learn differently, you can subscribe to her listserv and receive a downloadable, free E-Book, Interactive Academic Websites, that encourages students to become “active” learners and takes the tedium out of studying.

Posted at 3:06 PM by Sarah Cox | Category: Access | Permalink | Email this Post | Comments (1)

7/20/2010

College-Bound Students with Learning Differences Receive Support Through Unique Program

“Sharon” was a top student and was offered a college scholarship. To everyone’s surprise, she failed all her classes during her freshman year and moved in with her aunt and uncle to attend a local community college. She struggled there as well and failed her classes again. By the time Sharon was diagnosed with Asperger’s Syndrome at age 20, she had hit bottom with no idea what to do about her future.

“Joel” struggled through two years as a mechanical engineering student before he realized he needed to do “something different.” It wasn’t his intellectual understanding of the material that was causing him problems, but everything else. “It’s not so much needing help with subjects, it’s just getting started,” he said. “If I don’t explicitly put out time for certain things, it doesn’t happen. It’s about doing it all; the cooking, the cleaning, the being on time for class.”

Joel’s family started to look for other options, something that would provide a bridge between the protected, special-education systems of high school with the realities of life at college. There wasn’t much to be found.

Over the past decade, children with autism spectrum disorders (ASDs) have begun to flood classrooms across the country. In some areas, they have been provided with supports and individualized education programs (IEPs) that help them identify and use their strengths, cope with their challenges, and provide advocacy when needed.

These students are now leaving this protected environment and heading off to college. Many of them, like Sharon, are having trouble with the transition to college. Janet Miller, Director of the College Internship Program’s Berkeley Center in California, believes all the challenges of the first year of college are multiplied 500-fold when dealing with ASDs. “More and more, I see a problem that repeats itself,” says Miller. “There’s a semester, perhaps a year, where they try it the traditional way. Socially and academically, they just can’t do it. You don’t have the advocacy of an IEP team.”

Many students with ASDs can fall into the downward spiral like Sharon. Many have difficulties away at college, return home to attend a local college, or drop out of school and become more isolated than ever.

Autism Spectrum Disorders can disrupt executive functioning, which, among other things, affects the brain’s ability to process and organize information and make plans. It is also challenging for those with ASDs to interpret social cues and respond appropriately.

After months of searching, Joel’s parents stumbled across the College Internship Program (CIP) a program that I recently opened in Berkeley, California, using my background in psychology. The Berkeley site was chosen for its access to educational and social opportunities in the Bay Area and its mass transit system. In addition, statistics show that California in particular has seen large increases in the number of ASD diagnoses. In 2000, nearly 2,000 students (ages 14–21) with ASDs were enrolled in the California public school system. By 2008, their numbers had swelled to nearly 12,000.

CIP students come from across the US and around the world. Some live relatively close to the site they attend, some travel far from home. Almost all have taken a great emotional journey, like Sharon.

“I arrived here in complete denial,” Sharon admitted. She came to this realization upon discovering a checklist of Asperger’s symptoms. Going down the list, every question prompted her to exclaim “Oh!” and it dawned on her that she probably has Asperger’s. She now had a name to attach to her struggle, and solutions soon began to present themselves.

“Definitely, the fact that there’s a name for my struggle has been the most helpful,” she said. “I was so isolated in high school. I’ve come so fully out of my shell. I’m an honor student, and was selected student of the year last year.”

Joel, Sharon and their fellow Berkeley Center students now spend a lot of time together. They share two-bedroom apartments in downtown Berkeley, cook together and have morning classes together, such as the “reframing” class.

The “reframing” process involves a form of “sensory check-in.” Students answer a series of questions; am I hungry, angry, tired, lonely? Based on their scores they discuss how they might improve upon them by sleeping more, eating better, or being easier on themselves.

Tutoring sessions, social mentoring, career counseling and executive functioning classes supplement students’ regular college schedule, and help them to better adjust to and cope with the demands of university life and academics. For example, Sharon takes a European history class online and a psychology class at a community college. She also volunteers at a local hospital. Joel studies multivariable Calculus and English.

Students spend time on socialization activities over the weekends. They visit various points of interest and on Sunday they gather for a “Grill and Chill Night,” a weekly barbecue and social event. They haven’t had much of this sort of thing in the past. This big group of friends is new for them.

The services and support make a difference in the lives of these students. They learn not only how to succeed academically, or how to navigate modern life, but ultimately they learn the skills they need to be successful and live independently.

________________________________________________________________________________________

CIP eases the transition to college and independence for young adults by offering comprehensive instruction in academics, career development, social skills and life skills. CIP offers year-round programs for young adults aged 18–25 and summer programs for teens in Massachusetts, Florida, Indiana, and California. All students have advisors, tutors, therapists, and social mentors who help them navigate college, careers and real-life situations such as banking and budgeting. Students attend local colleges in conjunction with CIP’s classroom modules and services and are placed in career internships in the local community.

During his 35 years of experience with students with learning differences and Asperger's syndrome, Dr. McManmon has worked on curriculum development, staff training, program evaluation, and administering community-based programming. He is a member of the International Learning Disabilities Association and the Independent Educational Consultants Association. Dr. McManmon speaks and presents at professional conferences nationally and internationally. He has an inside perspective as he himself was diagnosed with Asperger's syndrome and grew up in a large family with several individuals on the spectrum.

Posted at 12:09 PM by Dan McManmon | Category: Access | Permalink | Email this Post | Comments (0)

Postcards From the ‘Tour d’Admission

For seven years now, a group of college counselors that includes some NACAC members have been touring colleges in an unconventional and healthy way––on their bikes. This year, the group of 17 toured California schools, such as Hunsaker University, Claremont McKenna College, Harvey Mudd College, UCLA , USC, and many more, stopping at each for the inside scoop and a place to camp for the night.

The trip went well according to their “postcards” or blog postings on the The Choice. They deepened their knowledge of the schools and enjoyed some scenery, especially when they challenged themselves to bike the Pacific Coast Highway.

Adding 400 miles to their total (about 2,000 to date), these counselors have achieved their goal of visiting 20 schools for the year. Check out their Facebook page for photos and more information.

Posted at 11:30 AM by Sarah Cox | Category: College Admission | Permalink | Email this Post | Comments (0)

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