June 15, 2019
June 15, 2019
June 19, 2019
To improve the identification of students likely to complete a graduate degree, we sought to change our process and the way we evaluate students for admission. For this, we changed the application and review process to include an assessment of applicants’ non-cognitive variables based on Sedlacek’s work and the Fisk-Vanderbilt MS-PhD Bridge Program admissions model [1-3]. In 2016, our Materials Science and Engineering Department (MSE) piloted the incorporation of these changes. Consequently, MSE increased the enrollment of women and underrepresented minority students by 15% and 46%, respectively and we will be evaluating the impact of the changes on performance metrics and completion rates over time. Ahead of this application cycle, we have made changes to the applications of more of our graduate programs in the college. Most recently, we were asked to create a plan for the university. As changes continue, we will evaluate outcomes and impact within the college and across the university over time, which we hope will inform best practices for improving completion of graduate degrees and diversity of graduate programs.
Stiner-Jones, L., & Windl, W. (2019, June), Work in Progress: Aligning What We Want With What We Seek: Increasing Comprehensive Review in the Graduate Admissions Process Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. https://peer.asee.org/33592
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