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Different Universities, Diverse Systems: How various universities evaluate the same application

Armen Sarkisian Chapman University Richard L. Dawson Pepperdine University Amin Abdul- Malik Gonzalez Yale University Joel Presti Oberlin College. Different Universities, Diverse Systems: How various universities evaluate the same application. Different Universities, Diverse Systems.

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Different Universities, Diverse Systems: How various universities evaluate the same application

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  1. Armen SarkisianChapman University Richard L. DawsonPepperdine UniversityAmin Abdul-Malik GonzalezYale UniversityJoel Presti Oberlin College Different Universities, Diverse Systems: How various universities evaluate the same application EducationUSA.state.gov

  2. Different Universities, Diverse Systems • Armen Sarkisian, Chapman University • Assistant Director of Admission • Richard L. Dawson • Director of the Office of International Student Services Pepperdine University • Amin  Abdul-Malik  Gonzalez, Yale University • Associate Director of Undergraduate Admissions , Co-Director of Multicultural Recruitment • Joel Presti, Oberlin College • Assistant Director of Admission & Coordinator of International Admission EducationUSA.state.gov

  3. Different Universities, Diverse Systems • Presentation Overview • Application pieces, quantitative vs. qualitative • Quantitative factors and defining selectivity • Defining the role of qualitative factors • Personal Essay tips and discussion • Using actual examples from sampleapplications EducationUSA.state.gov

  4. Different Universities, Diverse Systems • What we will try to emphasize • The unique view of each university • How admission decisions are made for the “average” student • “Do’s” & “Don’ts” in the application process EducationUSA.state.gov

  5. Different Universities, Diverse Systems Questions from Ed USA Advisors • A note on application review • “It depends” • Each & every university has their own process • Single Reader vs. Multiple Reader • Admissions Office Only vs. Admissions & Faculty • Rolling Admissions vs. Admission Deadline • Early Decision vs. Early Action vs. Single Choice EA • Reading Paper vs. Reading Online • And many (many) more… EducationUSA.state.gov

  6. Application Pieces: Quantitative vs. Qualitative

  7. Application Pieces: Quantitative EducationUSA.state.gov

  8. Quantitative: Defining Selectivity • What is selectivty? • How to determine selectivity • Helpful sites: • www.collegeboard.com • www.collegeview.com • Matching a student profile with a university profile • How can advisors find the match? EducationUSA.state.gov

  9. Quantitative: Defining Selectivity Audience Poll • Admissions Officers • Who are you? • Where are you from? • How selective is your university? • What is your admit rate? EducationUSA.state.gov

  10. Quantitative: Defining Selectivity • Quantitative Factors • Transcripts / GPA • Recalculating GPA • Understanding national grading systems • Test Scores • SAT & ACT • TOEFL, IELTS, etc. • Other “Quantitative” Factors • Financial documents • Others • Need Aware vs. Need Blind EducationUSA.state.gov

  11. Quantitative: Understanding Systems Questions from Ed USA Advisors • Do admissions officers understand each and every educational system and grading scale? • From what sources do admissions officers get their information? • What can advisors do to help? • Provide country profiles and information specific to national educational systems EducationUSA.state.gov

  12. Quantitative: Understanding Testing Questions from Ed USA Advisors • With the ACT growing in popularity, how do universities view the ACT? • ACT vs. SAT • Methods of converting and applying ACT scores • 1600 vs. 2400 vs. 36 • What about universities that don’t require test scores? EducationUSA.state.gov

  13. Application Pieces: Qualitative EducationUSA.state.gov

  14. Qualitative: Defining the Student • Qualitative Factors • How do qualitative factors affect an admissions decision? • Are certain qualitative factors more important than others? • Inconsistencies among universities and their qualitative requirements EducationUSA.state.gov

  15. Other Nuances To Consider • Fit • Program Specific Application • Talent • University Connections • Letters of Recommendation • Cover Letters EducationUSA.state.gov

  16. Special Topic: Letter of Recommendation • The “Functional” Letter of Recommendation • Is there something important about this student that he or she might not have told us? • Counselor • Teacher EducationUSA.state.gov

  17. Special Topic: EducationUSA Cover Letter • Examples • Explanation of national curriculum & grading scale(s) • Opening door for communication with admissions officer EducationUSA.state.gov

  18. Special Topic: The Student Voice • How can we hear the student voice in the application? • Essay • Demonstrated interest / Supplemental Essay • Interview EducationUSA.state.gov

  19. Special Topic: The Student Voice • The Importance of the Essay • Why is an essay important? • What makes a good essay? • Essay “Do’s” and “Don’ts” EducationUSA.state.gov

  20. Student Example #1 • National School in Oman • IB Diploma = 37/42 • SAT 610 CR / 680 M / 640 W • TOEFL 106 Qualitative Considerations • Biology Major • Grading scale • Letters of recommendation • Fit • Other • Would you admit this student? EducationUSA.state.gov

  21. Student Example #2 • High GPA – Low Test Scores • International School in Jordan • Music major • 3.97 GPA • SAT: 470 CR / 540 M / 460 W • IELTS 6.5 EducationUSA.state.gov

  22. Student Example #3 • Low GPA – High Test Scores • Private School in Beirut • Literature • 2.7 GPA • SAT 740 CR / 670 M / 710 W • TOEFL – waived per SAT scores • Highly involved in community EducationUSA.state.gov

  23. Special Topic: The Athlete Question from Advisors • How do athletics factor into the admissions decision? • Division I vs. II vs. III vs. NAIA • Athletic scholarships EducationUSA.state.gov

  24. Special Topic: The Athlete • When Athletics Can Help with Admission • American Curriculum in UAE • Nationally Ranked Tennis Player • Economics • Interview • Academics • SAT 660 CR / 520M / 720 W • GPA 3.23 EducationUSA.state.gov

  25. A special thanks to: • Becky Konowicz, Chapman University • konowicz@chapman.edu • Elizabeth Chung, EducationUSA • elizabeth@iacbg.org • Erick Hyde, Widener University • eshyde@widener.edu EducationUSA.state.gov

  26. Contact Information: • Armen Sarkisian, Chapman University • sarkisia@chapman.edu • Rich Dawson, Pepperdine University • rich.dawson@pepperdine.edu • Amin  Abdul-Malik  Gonzalez, Yale University • amin.gonzalez@yale.edu • Joel Presti, Oberlin College • jpresti@oberlin.edu EducationUSA.state.gov

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