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The Common Data Set Part 1: Where the pros get their numbers

Posted on March 7, 2017 by Nancy Griesemer Leave a Comment

Did you ever wonder where some college guidebooks and online search engines get their information?  Are you curious about how publications like US News & World Report collect data for rankings?  Would you like to go directly to the source?

If so, let me introduce you to the Common Data Set, an amazing resource anyone can access—if you know how.

The backstory is simple.  The Common Data Set (CDS) was created as a way to satisfy the public’s insatiable appetite for college knowledge and statistics.

According to the CDS website, the Common Data Set initiative is “a collaborative effort among data providers in the higher education community and publishers as represented by the College Board, Peterson’s, and U.S. News & World Report. The combined goal of this collaboration is to improve the quality and accuracy of information provided to all involved in a student’s transition into higher education, as well as to reduce the reporting burden on data providers.”

So rather than answer a zillion questions from many different publishers and websites, colleges fill out a lengthy standardized form each year. Data is collected and compiled and doled out to publishers which use it for everything from college rankings to online college search tools.

And many colleges are kind enough to publish their CDS surveys on their websites so anyone can have access to the information. And if you get familiar with the various data fields, it’s a goldmine covering everything from admissions statistics to financial aid.

Typically, you can find CDS responses by going to a college’s Institutional Research Office webpage or by using the website search function and entering “Common Data Set.” You can also Google “Common Data Set” and institution name. If the information is posted, it will appear as a link.

But not all schools post the CDS and URL’s change frequently, so don’t be alarmed if after several attempts nothing comes up. A number of colleges simply don’t want the public to have easy access to what may be unflattering statistics or information they feel could be misinterpreted.

Frankly, I’m always a little suspicious of colleges that refuse to post CDS information, but Columbia University and the University of Chicago probably don’t care what I think.

And keep in mind that the folks who administer the CDS don’t audit the information for accuracy.  They rely on colleges and universities to provide accurate and truthful information, which isn’t always the case as we’ve learned from the repeated scandals involving US News.

Also, it’s fair to say that colleges sometimes differ about terms and definitions.  For example, the CDS provides little guidance on what is required for grade point average information—weighted, unweighted, or recomputed.  As a result, the reports on GPA are sometimes one and other times another.  And often, the question (C12) simply isn’t answered.

Finally, don’t confuse the Common Data Set with the federal government’s College Navigator. They involve two different reporting systems and produce two different reports in different formats.

But for hardcore data junkies, the Common Data Set is hard to beat. Depending on the time of year, it’s more current than what you’re likely to find in any print guide or website.

To get started, here are some sample CDS links:

  • Amherst College:  https://www.amherst.edu/amherst-story/facts/common_data_sets
  • Bowdoin College:  https://www.bowdoin.edu/ir/data/cds-table.shtml
  • Carnegie Mellon University: https://www.cmu.edu/ira/CDS/index.html
  • College of William and Mary: http://www.wm.edu/offices/ir/cds/
  • Cornell University: http://irp.dpb.cornell.edu/common-data-set
  • Dartmouth College:  http://www.dartmouth.edu/~oir/data-reporting/cds/
  • Eckerd College: https://www.eckerd.edu/about/factsheet/
  • George Mason University: https://irr2.gmu.edu/cds/cds_new/
  • George Washington University: https://www2.gwu.edu/~ire/
  • Georgetown University:  https://oads.georgetown.edu/commondataset
  • Gettysburg College: http://www.gettysburg.edu/about/offices/ees/institutional_analysis/cds.dot
  • Harvey Mudd College: https://www.hmc.edu/institutional-research/institutional-statistics/common-data-set/
  • Indiana University: https://www.iu.edu/~uirr/reports/compliance/cds/
  • James Madison University:  http://www.jmu.edu/instresrch/cds.shtml
  • Kalamazoo College: http://www.kzoo.edu/about/assessment/common-data-set/
  • Lewis and Clark College: https://www.lclark.edu/offices/institutional_research/common_data_set/
  • Middlebury College:  http://www.middlebury.edu/offices/administration/planning/mdata/history/cds
  • Northwestern University: http://enrollment.northwestern.edu/common-data-set.html
  • Pomona College:  https://www.pomona.edu/administration/institutional-research/common-data-set
  • Princeton University:  https://registrar.princeton.edu/university_enrollment_sta/#comp000048a59a9e00000006304217
  • Queens University: http://www.queens.edu/Academics-and-Schools/Office-of-Academic-Affairs/Institutional-Effectiveness-and-Planning/Institutional-Research.html
  • Reed College:  https://www.reed.edu/ir/cds/cdsindex.html
  • SMU: https://www.smu.edu/Provost/IR/Statistics
  • Stanford University:  https://ucomm.stanford.edu/cds/pdf/stanford_cds_2016.pdf
  • Swarthmore College:  http://www.swarthmore.edu/institutional-research/common-data-set
  • Temple University: http://www.temple.edu/ira/data-analysis-and-reporting/institutional-reporting.html
  • UCLA: http://www.aim.ucla.edu/profiles/cds2.aspx
  • University of Maryland-College Park: https://www.irpa.umd.edu/Publications/pub_cds.html
  • University of North Carolina-Chapel Hill: http://oira.unc.edu/facts-and-figures/data-summaries-and-publications/common-data-set/
  • University of Notre Dame: https://www3.nd.edu/~instres/CDS/CDS.shtml
  • University of Richmond: http://ifx.richmond.edu/research/common-data.html
  • University of South Carolina: http://ipr.sc.edu/cds/
  • University of Virginia: http://ias.virginia.edu/common-data-set

This is the first part of two-part series on the Common Data Set. The second part will drill a little deeper into CDS questions and content.

A unique college fair for prospective veterinarians

Posted on February 28, 2017 by Nancy Griesemer Leave a Comment

Prospective veterinarians, including high school students or undergrads on a pre-professional veterinary track, should make a point of attending the 2017 Veterinary Medical Career Fair.  Sponsored by the Association of American Veterinary Medical Colleges (AAVMC), the fair is scheduled for Sunday, March 12, from 2:30 to 5 p.m., at the Omni Shoreham Hotel, in downtown Washington, D.C.

This is a one-of-a-kind opportunity to meet veterinary medical school admissions officials, get advice on applying to veterinary school, and learn about various veterinary medical careers.  It’s one of very few college fairs in the country targeted to students interested in pursuing careers in veterinary medicine, and families travel long distances to attend.

Already gathered for an annual conference, representatives from national and international colleges of veterinary medicine will be on hand to walk students through the application process while explaining the kinds of credentials necessary to attend any of the AAVMC member institutions.

For example, prospective veterinarians may be surprised to learn that some veterinary medical schools are interested in time spent in animal care related activities as early as high school.  In fact, students considering veterinary careers are well advised to start keeping track of their volunteer hours in activities related to animals or animal care throughout all four years of high school.

And we’re not just talking about cats and dogs!

“This year’s event will feature a session on equine medicine because we know many students have visions of doing this type of work,” explained Dr. Lisa Greenhill, AAVMC senior director for institutional research and diversity. “We will also have a group of veterinary students talking about their experiences in vet school; it’s a session students won’t want to miss.”

By the way, US News lists veterinary medicine among the 100 “best” jobs of 2017, as the Bureau of Labor Statistics (BLS) predicts the employment of veterinarians to grow nine percent through 2024, faster than average for all occupations.

And for high school students thinking ahead, the choice of undergraduate school could possibly fast track acceptance to veterinary medical colleges as opportunities exist for early admission to DVM programs by bypassing completion of the BS.  For students committed to the field, this could mean significant savings in terms of time and money!

This year’s AAVMC event will offer four information sessions in addition to the career fair:

  • 3:00 p.m.: Applying to Veterinary School (for all attendees)
  • 4:00 p.m.:  Equine Medicine (for all attendees) OR Veterinary Student Panel (for all attendees)

“Students visiting the career fair should consider asking about summer programs and how to get veterinary-related experience while still in high school,” suggested Dr. Greenhill. “Research programs are available with undergraduate ‘feeder’ opportunities at some vet schools.”

And there are prizes!

“Once again, we will have some of our limited edition ‘I’m a Future Vet’ t-shirts.  This year’s shirt features a horse in honor of equine medicine, and for the first time ever, our shirts will be dated!,” said Dr. Greenhill.  “Numerous other items, including some surprises, will be given to students who answer questions throughout our information sessions on Sunday, so get ready to engage with our speakers!”

Although not required, students are asked to register in advance for the fair. Last year’s event was very well attended, and early registration helps conference organizers do a better job.  And note that while hourly parking is available at the Omni Shoreham Hotel, students and their families are strongly encouraged to take the Metro (Red Line exiting at the Woodley Park/Zoo Station).

But if you can’t attend, take the time to check out the AAVMC website for information on how to become a veterinarian.

Colleges Reject Waiters and Accept Actors

Posted on February 26, 2017 by Craig Meister Leave a Comment

We’re not talking about servers at restaurants or performers on the stage. Instead, we’re focusing this pretty important pep-talk on students who WAIT to be asked to join a group or activity versus students who ACT on their passion without needing an invitation. Get more expert undergraduate admissions advice at http://admissions.blog.

Tips for earning grades colleges will be sure to notice

Posted on February 23, 2017 by Nancy Griesemer Leave a Comment

At the top of every list of what colleges look for in applicants is a strong academic record. This means both grade point average and strength of academic program. And they go hand-in-hand—you can’t cut corners on either.

For the record, grades always should be trending upward, and although “stuff happens,” grade blips are definitely not desirable.  Two students with identical GPAs will be viewed very differently by admissions offices if one has improving grades and the other is on the decline.

But whether you’re just starting off or well along in your academic journey, here are a few tips for earning grades colleges will be sure to notice:

  1. Show up. And not just physically, although that’s a good first step. Attend class with the intent to learn. Avoid distractions such as reading other materials, texting, surreptitiously surfing the internet on your mobile phone, or talking to the student next to you.
  2. Get Organized. Invest in a planner and use it. Keep track of assignments as they are announced, check them off as they are completed and always scan ahead to see what’s on the horizon. You’d be amazed how handy a planner is—log-in club meetings, dentist appointments, or consultations with your school counselor. The more you use a planner, the better organized you will become.
  3. Sit close to the front of the classroom. Students who voluntarily sit in one of the first few rows generally earn better grades than those who sit toward the back. Sorry. It’s just true!
  4. Ask questions. If you don’t “get” something, the chances are excellent that others in the class also don’t understand. Inquisitive students are engaged students.
  5. Join class discussions. Teachers notice who is paying attention through class participation. This can play to your advantage when it comes time to giving out grades. Besides, discussions (and class content) are more likely to be imprinted on your mind if you’ve gotten involved.
  6. Take good class notes. You’ll be taking notes for the rest of your academic career, so learn and practice these skills now. Find a system that works for you and use it. But don’t count on your computer for taking notes. Studies show that technology just doesn’t work as well on this one.
  7. Listen. Listen “between the lines” for subtle messages. Many teachers provide strong clues about the most important elements in a lesson—even suggesting something about a topic’s relevance to the next quiz or test. The best students pick up on these clues.
  8. Ask for help. The key is not to wait until you’ve fallen hopelessly behind. Your front line source of help is your teacher, who should be very invested in your success. Stay after class or make an appointment for after-school help. If this doesn’t work, seek outside support. Try classmates or find a tutor if necessary.
  9. Keep up. Finish assignments before they are due. Actually turning in the work helps too. Work completed in advance of deadlines is often better than that thrown together at the last minute.
  10. Read actively. Active reading involves more than scanning words on a page. For some students, it means underlining, highlighting, or annotating materials. Others develop lists of key words and summarize materials as they read.
  11. Study daily. Successful students commit some time every day to active studying—reading, writing, and reviewing. This may also mean outlining, making flash cards, participating in study groups, or rewriting notes. Students who work steadily on coursework do better than those who study in large chunks, and they definitely outperform students who cram.
  12. Work the extra credit. View “optional” extra credit projects or assignments as required. Even if it’s just a few points added to your grade, the total can add up. Missing an A- by one point can be really painful.
  13. Upgrade writing skills. Learn to proofread, revise and correct written work. At the same time, take steps to increase vocabulary and develop facility with basic grammar. Improved writing skill strengthens critical thinking as well as listening, reading, and speaking abilities. It also pays off outside the classroom with higher standardized test scores.
  14. Limit internet distractions. There is no reason to have any social networking distraction going while doing homework. In fact, it’s likely you can complete most assignments without even turning the computer on. Consider studying somewhere away from the single biggest “attractive nuisance” in the house—your computer.
  15. Avoid overscheduling. Keeping in mind the relative importance of GPA in the college admissions process, be smart about the number of outside commitments interfering with your ability to study and complete assignments on time. Time management will become increasingly important as you go further in your education.
  16. Develop test taking know-how. Successful test taking avoids carelessness and rests on a few simple strategies like following directions, becoming familiar with different kinds of questions, and understanding how the test will be graded.
  17. Use time wisely. Even if you don’t procrastinate and are generally pretty organized, strategic use of time can reduce stress. Tackle harder work first and break large projects into smaller, easy-to-accomplish pieces. Feel free to reward yourself for completing major tasks by taking short breaks.
  18. Get enough sleep. Go to bed at a reasonable time and turn off your cellphone. Better yet, leave the cellphone in the kitchen. No text message is ever that important.

UIUC is Impressive and Endearing

Posted on February 20, 2017 by Craig Meister Leave a Comment

University of Illinois at Urbana-Champaign is a college that doesn’t get nearly the attention that it should from out-of-state students, but with amazing programs across disciplines and a happy campus culture in the middle of rural Illinois, we have a feeling that is about to change. At least we hope so, as living and learning at UIUC exemplifies what many would deem to be the classic American college experience portrayed in popular culture. In fact, being on campus a this Midwestern public university has a retro feel about it that makes it pretty darn charming.

Essay Hell’s ‘crash course’ on how to write a totally awesome college admissions essay

Posted on February 16, 2017 by Nancy Griesemer Leave a Comment

Fans of Janine Robinson and her enormously popular Essay Hell blog will love the latest in her series of practical primers on college essay writing, Essay Hell’s 50 Most Commonly Asked Questions—a crash course on how to write a totally awesome college admissions essay.

In this short—it takes under an hour to read—ebook guide, Robinson has compiled 50 of the questions she’s encountered most frequently in workshops and working individually with students and others on college essay writing. Readers can easily learn the basics of everything from form to content in thumbnail responses provided in the narrative and then expand their knowledge by clicking on links to related posts on the Essay Hell blog.  Standing alone, the guide is an easy and direct introduction to college essays.  But the combination with more specific and detailed advice in the blog gives a powerful overview of what admissions readers look for and appreciate in essays submitted with college applications.

The guide is broken into five chapters featuring questions on how to find essay topics, the best way to structure essays and how to strike the right tone for the right topics. Sample questions include

Who reads these essays?
What are admissions experts looking for?
Do I need an impressive topic?
Can I write about mental illness, sex, religion, politics, etc.”
Does a college application essay need a title?
How much of a role can parents play in brainstorming and writing the essay?

Robinson’s pioneering approach to college essays is one now shared by many essay coaches. She teaches students how to “tap their real-life stories to illustrate their unique qualities and characteristics, and distinguish themselves from other applicants.” And she is quick to point out that the style and content of these kinds of essays is not for English teachers or grades—they are less formal in nature.

As a bonus, the guide includes a link to six sample essays in the introduction from Robinson’s collection of college application essays, called Heavenly Essays. It also includes a free book offer for readers.

Between now and February 17, Essay Hell’s 50 Most Commonly Asked Questions will be available on Amazon for download free of charge. After that, a free digital copy may be obtained by emailing Janine Robinson at [email protected]. The second offer ends March 1.

It pays to be a college president

Posted on February 14, 2017 by Nancy Griesemer Leave a Comment

Wilmington University

According to The Chronicle of Higher Education, a total of 39 leaders of private colleges earned more than $1 million during the 2014 calendar year—up from 32 the year before. And on the public side, five college presidents crossed the million dollar threshold during fiscal year 2015.

Despite whatever pressure may exist on campuses to keep costs down, compensation of college presidents continues to rise. For private college leaders who served full years in both 2013 and 2014, average pay increased 8.6 percent to $512,987. The most recent analysis of public college leaders who served the full year found average pay to be $467,533 in fiscal year 2015—6.1 percent higher than the year before.

Nice work if you can get it.

For the record, eight college presidents received more than $2 million in 2014. Jack P. Varsalona, of Wilmington University in Delaware, led the pack earning $5,449,405, of which $427,345 was base pay, $381,040 was bonus and $4,631,035 came from a “deferred-compensation plan.”

Deferred-compensation plans frequently explain the apparent “windfalls” received by top college administrators. They are now considered essential recruitment and retention tools. Under these plans, the university sets aside money, tax-free, each year in a designated fund for the college president, who may not touch the money until an agreed-upon date and must perform according to standards specified in their contract. Unless the president resigns or otherwise leaves early, he or she stands to make a considerable amount of money above base pay in the year the plan comes due.

Mr. Varsalona’s deferred-compensation ranked second-highest in the history of The Chronicle’s executive compensation reports, exceeded only by one paid to Shirley Ann Jackson, president of Renssselaer Polytechnic Institute, which totaled nearly $5.9 million, in 2012.

The Chronicle’s analysis of private college leaders is based on the latest available federal tax filings and includes compensation for 516 presidents serving 499 institutions for all or part of the 2014 calendar year. For public college leaders, The Chronicle conducts a separate survey and notes that the “figures for public colleges are not directly comparable to data reported for private colleges because they reflect slightly different categories of pay and different periods of time.”

Highest paid private college leaders in 2014:

Jack P. Varsalona, Wilmington University, $5,449,405
Mark S. Wrighton, Washington University, $4,185,866
Gerald Turner, SMU, $3,354,128
Amy Gutman, University of Pennsylvania, $2,962,708
Lee C. Bollinger, Columbia University, $2,447,032
Morton O. Schapiro, Northwestern University, $2,352.578
Robert Fisher, Belmont University, $2,120,091
Robert J. Zimmer, University of Chicago, $2,051,089
James F. Jones, Trinity College (CT), $1,661,794*
David J. Skorton, Cornell University, $1,618,328
Donna E. Shalala, University of Miami, $1,570,761
C.L. Max Nikias, University of Southern California, $1,525,297
Ronald R. Thomas, University of Puget Sound, $1,509,650
Arthur F. Kirk, Jr., Saint Leo University, $1,509,342
Lewis M. Duncan, Rollins College, $1,497,248*

Highest paid public college leaders in 2014-15:

Renu Khator, University of Houston, $1,300,000
Michael R. Gottfredson, University of Oregon, $1,215,142 *
Michael K. Young, Texas A&M University College Station, $1,133,333*
William H. McRaven, University of Texas system, $1,090,909*
Mark P. Becker, Georgia State University, $1,051,204
Lou Anna K. Simon, Michigan State University, $850,000
Patrick T. Harker, University of Delaware, $841,187
Steven Leath, Iowa State University, $820,461
Elson S. Floyd, Washington State University, $805,880*
David R. Hopkins, Wright State University, $803,320
Eric J. Barron, Pennsylvania State University, $800,000
Michael V. Drake, Ohio State University, $800,000
James P. Clements, Clemson University, $775,160
Mark S. Schlissel, University of Michigan at Ann Arbor, $772,500
Robert E. Witt, University of Alabama system, $765,000

*Partial-year compensation

The Common App brings back ‘topic of your choice’ for 2017-18

Posted on February 8, 2017 by Nancy Griesemer

With feedback provided by 108 member colleges and more than 5,000 other “constituents,” the Common Application has announced essay prompts for 2017-2018.  And the big news is that the Common App brought back ‘topic of your choice’ from a three-year hiatus during which both the Universal College Application and the new Coalition application allowed students the flexibility to write on topics of their own choosing.

This is no small concession, as the Common App invested significant energy defending their decision to do away with the ‘topic of your choice.’ According to the blog post announcing the new prompts, the Common App was “gratified to learn that 91% of members and 90% of constituents agree or strongly agree that the current prompts are effective.” And five of the seven prompts are either unchanged or edited versions of the 2016-17 questions.

Of the two new prompts, one asks students to “share examples of their intellectual curiosity.” The other allows students to be more creative by using an essay they’ve already written or one that responds to a different prompt or one that they design—in other words, for this prompt you may write what you want but keep it to within 650 words.

Beginning with the 2016-17 application cycle, Common App members had the choice of whether or not to require a personal statement as part of the application for admission. And out of nearly 700 members, 195, or about a third, elected to drop the standardized writing requirement as not particularly useful in the college admissions process. Others secretly confess that they either scan or totally skip the personal statement in their evaluations.

But still, the cottage industry that has sprung up around these essays continues to grow and flourish.

All that aside, here are the seven questions from which applicants using the Common App will be asked to choose to form the basis of a personal statement (new language appears in italics):

  1. Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story.
  2. The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience?
  3. Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome?
  4. Describe a problem you’ve solved or a problem you’d like to solve. It can be an intellectual challenge, a research query, an ethical dilemma-anything that is of personal importance, no matter the scale. Explain its significance to you and what steps you took or could be taken to identify a solution.
  5. Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others.
  6. Describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more?
  7. Share an essay on any topic of your choice. It can be one you’ve already written, one that responds to a different prompt, or one of your own design.

The announcement of essay prompts inevitably signals the start of a new year. College-bound juniors along with those who advise them can look forward to the challenge of coming up with personal statements that add dimension to other information provided in the body of the application.

And they have months to think it over before the Common App comes on line.

Note that the Coalition application announced 2017-18 prompts a couple of weeks ago.

A ‘must-have’ guide to public university honors programs

Posted on February 7, 2017 by Nancy Griesemer

After five years of writing about public university honors colleges and programs, John Willingham has learned that excellence in honors education is far from limited to the nation’s most prominent flagship universities.

“Many well-known state universities do have outstanding honors programs, Willingham explains, “but increasingly one can find equal value in the growing number of honors colleges in non-flagship institutions.”

To prove the point, Willingham recently published the third in a series of guides titled, INSIDE HONORS: Ratings and Reviews of Sixty Public Honors Programs. And if you’re considering honors programs housed within top public universities, this 400-page guide (also available in digital format) is an invaluable resource for evaluating different aspects of the “honors” experience.

The original idea for the honors project grew out of a series of articles Willingham authored that compared various public university honors programs.  In fact, the first edition of his guide attempted to “rank” programs.

The ranking was dropped in the second edition in favor of a “mortarboard” rating (similar to five-star rating systems) and is based on data obtained on honors graduation rates, class sizes, course range and type, honors dorms, and other honors benefits, including merit scholarships.

For the new third edition, Willingham was able to upgrade his data by obtaining detailed spreadsheets of course sections by academic subject, honors enrollment in each section, and critical data about the types of honors classes.

“I had to know how many honors classes were only for honors students and how many were mixed—honors and non-honors students,” said Willingham. “Finally, I needed information about honors ‘contract’ sections, regular classes where honors students have agreements with instructors to do extra work for honors credit.”

The resulting guide, together with an extremely useful website, provides a very comprehensive picture of what resources and benefits may be available through various honors programs. For the newest edition, a total of 50 programs were rated, while ten received unrated summary reviews.

Beyond the ratings, INSIDE HONORS offers lengthy narrative profiles of all sixty honors programs.  And each profile contains data on the average and minimum admission requirements, including old and new SAT scores, ACT scores, high school GPA and class ranks as well as honors application deadlines and a list of other programs with similar admission requirements.

In other words, INSIDE HONORS is a must-have guide for anyone interested in exploring public university honors programs.

Here’s a sneak preview—the following 11 honors colleges and programs received an overall rating of 5.0 mortarboards (listed in alphabetical order):

  • Arizona State, Barrett Honors College
  • Clemson, Calhoun Honors College
  • CUNY, Macaulay Honors College
  • Georgia Honors Program
  • Houston Honors College
  • Kansas Honors Program
  • New Jersey Inst of Technology (NJIT), Albert Dorman Honors College
  • Oregon, Clark Honors College
  • Penn State, Schreyer Honors College
  • South Carolina Honors College
  • UT Austin Plan II Honors Program

Honors colleges and programs that received 4.5 mortarboards include the University of Central Florida Burnett Honors College, New Mexico Honors College, the Oklahoma State Honors College, Temple Honors Program, Ole Miss SMB Honors College, Arkansas Honors College, Delaware Honors Program, UC Irvine Campuswide Honors Program, and Honors Carolina at UNC Chapel Hill.

Note that CUNY Macaulay, Houston, and NJIT were not rated previously. And Oregon’s Clark Honors College and Clemson’s Calhoun Honors College have moved up to a 5 mortarboard rating.

Two honors programs with high ratings in past editions are included but not rated in the 2016 edition. The Michigan LSA Honors Program and the Echols Scholars Program at the University of Virginia are undoubtedly great choices for those who earn acceptance, but the (mostly) public data used in the past two editions to rate these programs is no longer sufficient now that much more information has been provided by other programs. Along the same lines, INSIDE HONORS does not rate UCLA and Wisconsin because internal data were not available from UCLA and the information provided by Wisconsin did not match the revised format.

For admissions professionals
Admissions professionals—members of NACAC, IECA or HECA—are invited to purchase the print edition of  INSIDE HONORS at a discounted price of $14.41 (includes shipping). To order a copy, email Wendy at [email protected] and provide an address and organizational affiliation. She will then send an electronic invoice, payable by PayPal or credit card for fastest shipment.

In addition to both the electronic and print editions of the guide, individual rated programs profiles are now available for $2.99. They may be delivered the same day, usually within a few hours, for quick answers to questions or to do a comparison almost on the spot.

For more information on the publications or the honors project, visit the Public University Honors website.

‘Millions’ spent on lawsuit filed against the Common App might be better spent

Posted on February 3, 2017 by Nancy Griesemer

In a recent email to the nearly 700 institutional members of the Common Application, Jenny Rickard, the organization’s executive director, characterized the claims contained in the ongoing lawsuit with CollegeNet as “frivolous.” While seeking to assure members, who are currently being approached to renew contracts for next year, of the Common App’s financial security, she suggested that the “millions” spent on the lawsuit might be better spent in other ways—“to innovate and expand.”

To update the membership, Rickard outlined a timeline of “relevant events” related to the case:

  • May 2014: CollegeNET files lawsuit against the Common Application alleging antitrust violations.
  • November 2014: District court dismisses original 103-page complaint for failure to comply with the federal rules. The court allows CollegeNET to re-file.
  • May 2015: District Court dismisses CollegeNET’s complaint on the merits. The court finds that CollegeNET failed to allege antitrust injury.
  • September 2015: The Coalition for Access, Affordability and Sccess announces its choice to work with CollegeNET to develop an online undergraduate application for admission for its member schools.
  • December 2015: CollegeNET files its opening brief to Ninth Circuit Court of Appeals
  • April 2015: CollegeNET rsponds to the Common Application’s opposition brief (briefing cycle complete).
  • 2016-2017: appellate court to determine date for oral argument and list of judges to preside over hearing.
  • 2017-2018: Appellate Court to issue ruling.

In the meantime, both the Common App and CollegeNET are continuing to make serious financial investments in their respective application platforms to earn what has grown to be a multi-million dollar online college application business increasingly dependent on innovation and customer service.

Toward this end, the Common App recently announced the launch of a “strategic planning process” to outline a “long-term roadmap” for the organization. While asking for input on topics such as gender identity, criminal history and school discipline, the Common App has indicated that plans are taking shape to make adjustments for the coming year, including the “limited release” of a new feature allowing “students to self-report transcript information.”

At the same time, the Coalition for Access, Affordability and Success, which uses CollegeNET as its technology developer, has loosened membership requirements and plans to grow by as much as 30% over the coming year. And through ongoing improvements and enhancements to its technology, the Coalition pledges to continue supporting the “individual and unique admissions processes” of member institutions.

With limited budgets and increased reliance on enrollment management technology, colleges are looking for application platforms that are reliable, responsive, and state-of-the-art. And whichever product can help colleges craft incoming classes in the most efficient and least expensive way possible is likely to earn the business, regardless of how the lawsuit comes out.

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