“College and university admission officers at selective institutions typically have a broad definition of merit, as well as a deep commitment to fairness and equity. They know that the ability to contribute and succeed in college goes beyond grades and testing.
Typically selective colleges consider:
the quality of courses a student has chosen
the student’s involvement in the school or community
the ability of the student to write effectively
the student’s character and ability to function in a common community (as reflected by recommendations from teachers, employers and others.)”
-Carey Thompson, Dean of Admissions, Centre College of Kentucky
“Standardized exams cannot measure heart (and neither can I, by the way), but we do have ways of getting a read on how much initiative or drive, or whatever you want to call it, plays in the process. Is the student involved outside of class? Is she a leader? Does he write well? How are her interpersonal skills? What do his peers and teachers thing of him? All these elements contribute to the equation of whether or not a student is admitted to TCU. Our decisions are holistic in nature as we try to take into account everything we are able to discover about the student.”
-Ray Brown, Dean of Admissions, Texas Christian University
_________________
Before you Visit
Look over any materials you have received from the college. Are there any interesting opportunities that you would like to learn more about?
When making the appointment for your visit, ask if you can meet with someone who knows more about the programs that interest you. For example, is it possible to visit the Study Abroad Office or meet with a professor who conducts research with students?
When You Are On Campus
Ask an admissions counselor what the school values in an applicant. Does the description sound like a good match for you?
How many students participate in study abroad, internships, student research, service learning, and other hands-on opportunities?
Is there a time when students generally engage in these opportunities (the beginning of junior year, for example)?
Do you need to qualify for any special programs (like an Honors College) in order to have these opportunities? If so, how well do your qualifications stack up?
Talk with the admissions counselor about your current high school interest and activities. Are there groups on campus in these categories?
Ask Students
What kind of engaging experiences have they had? Study Abroad? Internships? Service? Do they have any planned?
What are their favorite classes? What makes these classes interesting? Do they sound interesting to you?
Have students had any hands-on experiences that the especially enjoyed?
Have they been involved in any research projects, fieldwork, or special trips related to a class? Do these experiences sound interesting to you?
_________________
A Checklist for finding….
Engaged Students
Doing your Homework
[ ] If they do not use NSSE, does the college offer any other measures of how well students are learning?
[ ] To what degree does the faculty subscribe to “active learning”? Ask for examples of professors who teach this way
[ ] What percentage of students participate in study abroad, Internships and undergraduate research experiences? (More than one-third usually represents a significant part of the campus.)
[ ] Does the school have short one-month terms? (Usually offered in January or May, these can make off –campus experiences easier to integrate into you regular course schedule.)
[ ] What summer opportunities are available at the school?
[ ] Do scholarships and other financial assistance cover off-campus study?
[ ] What opportunities are there for students to build resumes?
[ ] Does the school offer research opportunities? (This is especially important for science-oriented students or those considering graduate school in any field.)
[ ] Does the school have programs for service learning?
[ ] How well does the school work with local resources (businesses, philanthropies, government, museums, and artistic groups) to enrich student education?
Chapter 3: Great Teaching
It’s common sense. Better teaching means more learning. But how do you define good teaching? Most perspective college students would like to find a school where they will enjoy the best teaching available. Unfortunately, teaching quality isn’t as easy to measure as endowment dollars or the size of dorm rooms.
There are some widely accepted standards defining what “good teaching” is. Once you’re familiar with them, it’s easier to know which questions to ask.
Most colleges will promise that they have “great faculty”, but not every school delivers. Learning about good teaching can help you get beyond the promises to find the quality you’re looking for at the colleges you’re considering.
According to the American Association of Higher Education, there are seven basic practices in good undergraduate education. Good teaching should:
1 Encourage contact between students and faculty. It’s easier for faculty to help students when they know each other by name. Likewise, when students feel comfortable approaching professors, they can ask more questions, get involved and get better help.
2 Develop reciprocity and cooperation among students. Good teachers help students learn from each other, not just from the teacher. Not only does this help students learn the subject matter, it also helps them learn valuable career skills like leadership, creativity and working in teams.
3 Use active learning techniques. Students tend to learn more when they take an active role in their education, rather than just sitting back and waiting for the information to flow in. Active learning techniques include discussion seminars, independent research projects, field work, lab work, internships, and other hands-on opportunities.
4 Give prompt feedback. Students need to know what they’re doing right, what they’re doing wrong, and how to improve. The more opportunities they have for feedback on assignments, the better students can improve and grow.
5 Emphasize time on task. Good learning requires time and effort; good teachers help student learn to manage their time by offering concrete guideline for learning outside the classroom. Unlike high school learning (which emphasizes in-class activities), college learning requires a great deal of commitment outside of the classroom.
6 Communicate high expectations. Expect more from students, and they usually deliver. When professors let students know how much they can strive for, students have more incentive to work harder and learn more.
7 Respect diverse talents and ways of learning. Different students learn in different ways. Good teaching is more than standing behind a podium; it engages students who learn from visuals, hand-on experience, reading, listening, speaking, and other ways of learning.
As you can imagine, there are different ways to ensure good teaching practice; each of the Colleges of Distinction has its own approach.
Research and Teaching: A better Relationship
What