pre-meeting workshop holistic review in graduate admissions am/dunn_genetti_mathur... · gre, gmat,...
TRANSCRIPT
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Pre-Meeting Workshop
Holistic Review in Graduate Admissions
CGS Annual Meeting
Scottsdale, AZ
December 6, 2017
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Agenda
• Introduction and context (Maureen McCarthy)
• Predictive validity of GRE scores (Ambika Mathur)
• Discussion at tables and reporting out (all)
BREAK
• Shepherding conversations around holistic review (Carol Genetti)
• From GRE to rubric (Stanley Dunn)
• Rubric activity and reporting out (all)
• Wrap up / Q & A
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Holistic Review of Graduate Applications:
The National Perspective
Maureen Terese McCarthyDecember 6, 2017
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Holistic Review
Giving serious consideration to all the ways an applicant might contribute to a diverse educational environment.
--Grutter v. Bollinger et al. (2003)
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Source: 2017 CGS Graduate Enrollment and Degrees
First-time enrollment of underrepresented minorities
is growing (2015-2016)
10.9 %
11.8 %
0.2 %
10.9 %
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The first cut
Faculty saw [grades and GRE scores] as useful measures for the first cut in part because they could be used to quickly compare applicants.
--Julie Posselt (2014)
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Importance of application materials to
screening, admissions, funding
Master’s Doctoral
Initial Screening
Academic Transcripts 77% 71%
GRE, GMAT, LSAT 56% 62%
Letters of Recommendation 53% 57%
CAE, TOEFL (language
tests)
52% 47%
Final Admissions Decision
Academic Transcripts 70% 55%
Letters of Recommendation 68% 67%
Personal/Research Statement 63% 64%
Interviews 52% 48%
Funding Decision
Academic Transcripts 37% 39%
Letters of Recommendation 32% 40%
Personal/Research Statement 29% 39%
GRE, GMAT, LSAT 25% 30%
Source: 2015 CGS Graduate Student Life Cycle Survey
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Importance of application materials to
screening, admissions, funding
Master’s Doctoral
Initial Screening
Academic Transcripts 77% 71%
GRE, GMAT, LSAT 56% 62%
Letters of Recommendation 53% 57%
CAE, TOEFL (language
tests)
52% 47%
Final Admissions Decision
Academic Transcripts 70% 55%
Letters of Recommendation 68% 67%
Personal/Research Statement 63% 64%
Interviews 52% 48%
Funding Decision
Academic Transcripts 37% 39%
Letters of Recommendation 32% 40%
Personal/Research Statement 29% 39%
GRE, GMAT, LSAT 25% 30%
Source: 2015 CGS Graduate Student Life Cycle Survey
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Importance of application materials to
screening, admissions, funding
Master’s Doctoral
Initial Screening
Academic Transcripts 77% 71%
GRE, GMAT, LSAT 56% 62%
Letters of Recommendation 53% 57%
CAE, TOEFL (language
tests)
52% 47%
Final Admissions Decision
Academic Transcripts 70% 55%
Letters of Recommendation 68% 67%
Personal/Research Statement 63% 64%
Interviews 52% 48%
Funding Decision
Academic Transcripts 37% 39%
Letters of Recommendation 32% 40%
Personal/Research Statement 29% 39%
GRE, GMAT, LSAT 25% 30%
Source: 2015 CGS Graduate Student Life Cycle Survey
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Reforms to graduate admission can work with the current pragmatism rather than against it by developing more efficient approaches to holistic review and strengthening incentives for diversity.
--Julie Posselt (2014)
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First Principles
• Diversity is essential.
• Admissions criteria should align with mission and goals.
• To reform admissions, think beyond admissions.
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Promising Practices
• Demonstrate clear commitment.
• Analyze department-specific data.
• Consider alternative funding models.
• Support admissions committees.
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Additional Resources
• Project report Kent, J. & McCarthy, M. T. (2016). Holistic review in graduate admissions
• CGSnet.org
Project web page
• Email [email protected]
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Predictive Validity of the GRE for Graduate Student Success
Ambika Mathur, Ph.D.Associate Provost & Dean, Graduate School
Wayne State University
Council of Graduate Schools12/6/2017
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Background
• Standardized tests are widely used to assess merit to pursue graduate study despite questions of sole reliance on scores
• Yet, basing admissions decisions on test scores results in the exclusion of capable students from graduate studies
• We need a better strategy
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Discussions at Wayne State• Anecdotes about qualified applicants with low GRE
scores being denied admission and/or going on to successful careers elsewhere
• But some faculty continue to view standardized tests as the gold standard metric for graduate school readiness
• Presentation of data from other institutions is not convincing
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WSU Projects
• GRE Outcomes Project: Do GRE scores predict meaningful graduate outcomes?
• GRE Experiment: To what extent do faculty rely on the GRE scores when considering applicants from under-represented groups?
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GRE Outcomes Project
Do GRE scores correlate with success in graduate school?
1999-2014 alumni data
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GRE scores do not correlate with TTD
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
3.5-4 4.1-5 5.1-6 6.1-7 7.1-8 8.1-18
PER
CEN
TAG
E O
F G
RA
DU
ATE
S
TIME TO DEGREE (YEARS)
A. GRE-Verbal scores130-145 146-155 156-170
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
3.5-4 4.1-5 5.1-6 6.1-7 7.1-8 8.1-18
PER
CEN
TAG
E O
F G
RA
DU
ATE
S
TIME TO DEGREE (YEARS)
B. GRE-Quantitative scores137-145 146-155 156-166
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GRE scores do not correlate with
career outcomes
0
20
40
60
80
100
120
140
160
GRE-Verbal GRE-Quantitative
GR
E Sc
ore
GRE Scores
Academia Other Sectors
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GRE Experiment
• Purpose: To understand the extent to which GRE scores factor into admissions decisions for first-generation college students
• Design: Faculty were randomly assigned to rate ONE of 4 vignettes of a doctoral applicant that differed by GRE score and first-gen status
Cano, A., Wurm, L.H., Nava, J., McIntee, F., & Mathur, A. (in press). Applicant and faculty characteristics in the doctoral admissions process: An experimental vignette study. Strategic Enrollment Management Quarterly.
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GRE Experiment
Average GRE Scores
No mention of first-generation
status
Average GRE Scores
First-generation status
mentioned
High GRE Scores
First-generation status
mentioned
High GRE Scores
No mention of first-generation
status
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GRE Experiment
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Conclusions from WSU Experiments• GRE does not predict meaningful outcomes
but is weighted heavily in the admissions process at WSU.
• We need a better system to evaluate applicants based on valued predictors of success to ensure an equitable and inclusive process.
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Portfolio Review
• Consider a broad range of characteristics and experiences that predict success (Kent & McCarthy, 2016)
• Conversations in Graduate Council and Council of Deans, with Graduate Directors, and Provost’s Office (2016-17)
• Convened Graduate Admissions Committee (2016-17)
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Portfolio Review Toolkit
• What is Portfolio Review?
• Guidance on steps to develop the process:
– Create a plan
– Apply and assess
– Evaluate and revise
• Case studies of portfolio review at WSU:https://gradschool.wayne.edu/faculty/portfolio-review-examples
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https://gradschool.wayne.edu/faculty/portfolio-review
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Incentivizing Portfolio Review
• Link Graduate School academic program review as well as funding for recruitment funds, fellowships, scholarships, and awards to development and implementation of portfolio review
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Table Discussions andReporting Out
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Shepherding Conversations around Holistic ReviewCarol Genetti
Anne and Michael Towbes Graduate Dean
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UC Santa BarbaraEnrollments
Undergraduates
22,000
Graduates
2,900
Doctoral
82%
Masters
18%
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Diversity at UCSB: Undergraduates
• Hispanic Serving Institution
• 28% Chicano/Latino
• 34% URM overall
• 39% undergraduates receive Pell grants
• 42% undergraduates are first-generation
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Diversity at UCSB: Graduate Students
• 26% International
• Among domestic,16.4% under-represented minority
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2 Steps in Admissions• Admissions decisions are made by faculty
• Each department nominates a certain number of students for a campus-wide competition for the most prestigious fellowships
• Faculty committees read nominations and select students to be awarded fellowships
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Campus Myth
“Only students with superb
GRE scores will be given a
central fellowship.”
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Year 1: 2012-13 Fellowship Memo• “Nominators should speak to:
• Academic excellence
• Outstanding records of accomplishment
• AND
• Nominees’ experiences of economic or educational disadvantage
• Engagement in research focused on problems related to individuals or groups who have experienced economic or educational disadvantage in society
• Participation in a federal- or state-funded academic/research preparation program (such as McNair Scholars)”
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Year 2: 2013-14 Fellowship Memo
• Maintained former wording in fellowship nomination memo
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Year 3: 2014-15 Fellowship Memo
• Provided 2-page instructions to fellowship
committees on holistic review
• Included it in the call memo for central fellowship
nominations
• 3 categories: Academic record, research
potential, commitment
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“Commitment”
• Overcoming adversity
• Achievements over time
• Community service, especially related to the
discipline or to professional accomplishments
• Leadership potential
• Special talents or skills
• Personal and professional ethics
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Year 4: 2015-16 Fellowship Memo
• Maintained wording and procedures from the previous year
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Year 5: 2016-17 Fellowship Memo
• Provided statistical evidence that fellowship committees do not rely on GRE scores in selecting fellowship recipients
• Expanded criteria in discussion of holistic review on fellowship nomination memo
• Academic Performance
• Skills and Research Potential
• Diversity Contributions
• Motivation and Personal Characteristics
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Academic Performance
• Publications
• Conference presentations
• Writing samples
• GPA in major
• Standardized test scores
• Overall GPA
• Evidence of improvement
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Diversity Contributions
• First-generation in family to attend college
• Non-traditional background (e.g. veterans, refugees)
• Evidence of overcoming disadvantages
• Impact of background on academic achievement
• Contributes diverse viewpoints to academic discussion
• Potential for leadership in increasing equitable access
• Research and/or community engagement that informs
discussions of diversity in higher education
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Skills and Research Potential
• Communication skills
• Mastery of the discipline
• Analytical/critical thinking ability
• Use of literature
• Organization
• Reasoning and argumentation
• Past research experience
• Relevant work experience
• Scholarly engagement
• Fit of interests with the program
• Promise of innovative scholarship
• Technical skills
• Professional engagement
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Motivation and Personal Characteristics
• Passion/enthusiasm
• Motivation
• Collegiality/professional
networks
• Curiosity
• Creativity
• Independence
• Breadth of perspective
• Open-mindedness
• Resourcefulness
• Positive self-concept
• Realistic self-appraisal
• Ability to work well in teams
• Leadership and community
involvement
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Year 6: This year’s nomination memo
• We will be masking GRE scores on fellowship nomination materials
• Provided short rubric for fellowship committees
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From GRE scores to Rubric
Stanley Dunn
Vice Provost and Dean, Graduate Education
Rensselaer Polytechnic Institute
December 6, 2017
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06 December 2017 CGS Holistic Review Workshop 48
• Rensselaer Polytechnic Institute was founded in
1824
• The nation’s oldest technological research
university
• The university offers degrees in Engineering; the
Sciences; Information Technology and Web
Sciences; Architecture; Management; and the Arts,
Humanities, and Social Sciences.
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1254 Graduate Students
61 Masters Programs
43 Ph.D. Programs
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School of Engineering
46%
School of Architecture
4%
HASS6%
Lally16%
School of Science
25%
IT3%
ENROLLMENT FALL 2017
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• STEM dominant institution
• Keep GRE because of US News ranking
• History of an Institute minimum with a waiver
process
• Some faculty ready to dispense with GRE but
rely on evidence of laboratory skills
• Phase in use of personal attributes over several
admissions cycles
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Step 1: The ETS PPI “test”
• Assessment of personal attributes
• 5 evaluators from 3 different units
• Use was socialized at GPD meetings
• Longitudinal study – predictive of GPA and TTD
• Free for GRE registrants
• Was used until discontinued by ETS
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The Personal Potential Index (PPI)
• Knowledge and Creativity
• Has a broad perspective on the field
• Is among the brightest persons I know
• Produces novel ideas
• Is intensely curious about the field
• Communication Skills
• Speaks in a clear, organized and logical
manner
• Writes with precision and style
• Speaks in a way that is interesting
• Organizes writing well
• Teamwork• Supports the efforts of others
• Behaves in an open and friendly manner
• Works well in group settings
• Gives criticism/feedback to others in a
helpful way
• Resilience
• Accepts feedback without getting
defensive
• Works well under stress
• Can overcome challenges and setbacks
• Works extremely hard
• Planning and Organization
• Sets realistic goals
• Organizes work and time effectively
• Meets deadlines
• Makes plans and sticks to them
• Ethics and Integrity
• Is among the most honest persons I
know
• Maintains high ethical standards
• Is worthy of trust from others
• Demonstrates sincerity
CGS Holistic Review Workshop06 December 2017 53
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Step 2: ETS permission to use PPI
• The Rensselaer Success Indicator (RSI)
• External evaluation of personal attributes
• Missing the normed database, roughly
equivalent to standardized reference
• Added use of personal statement
• Faculty began requesting to use RSI instead of
GRE
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Step 3: Filling out the rubric
• Revise the RSI
• Introduce four overarching themes of the
application review
• Academic accomplishment
• Professional experience
• Aspiration to drive, focus and commitment
• Capacity to learn and improve
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• Prior Academic Experience
• A Set of Professional Experiences
• Standardized Evaluations
CGS Holistic Review Workshop 5606 December 2017
Rubric Elements
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Knowledge, Skills and Abilities
• References (20)
• GRE or RSI (20)
Academic Capacity
• Prior Academic Experience (40)
Depth of Experience
• Statement of Goals (20)
• Professional Experience (20)
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Knowledge, Skills and Abilities
• References (20)
• Professionally motivated
• Sound decision maker
• Intellectually capable
• Responsible
• Ethical
• Open to growth
• GRE or RSI (20)
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Academic Capacity
• Prior Academic Experience (40)
• Undergraduate GPA
• GPA from last 30 attempted credit
hours
• Prior graduate GPA
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06 December 2017 CGS Holistic Review Workshop 60
Depth of Experience
• Statement of Goals (20)
• Written form
• Specificity of goals
• Evidence of drive and focus
• Professional Experience (20)
• Degree of responsibility
• Evidence of decision making
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Rubric Activityand
Reporting Out