SELECTIVE ADMISSIONS AT COCC:
BACKGROUND, DEFINITIONS AND CONSIDERATIONS
Submitted By:
I.
Alicia Moore, Dean of Student & Enrollment Services
Courtney Ford, Director of Admissions/Registrar
Seana Barry, Assistant Director of Admissions & Records
Background
In 1998 – 99, COCC sponsored a selective admissions task force to define a selective admissions
policy for the College. The task force created the College’s current policy on selective
admissions, which includes detailed information on the following topics (see Appendix A for full
report):
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
Definitions of different types of admissions (see section II)
Rationale for implementing a selective admissions program
Access considerations
Inclusion of industry and technical standards
Use of testing as a selection tool
Use of random selection in the selection process
Accommodating part-time students, drop-outs, stop-outs, and transfer students
Official transcripts
Minimum and maximum credit loads
Development of admissions criteria
Management of admissions process
Insufficient applications.
In spring 2010, the College sponsored a task force to address alternative access to high demand
programs. Given simultaneous campus discussions regarding prerequisites, this task force did
not recommend changes to the existing policy. However, it did make recommendations
regarding the use of program prerequisites as the initial step before pursuing a more
comprehensive selective admissions program. See Appendix B for the full task force report.
II.
Definitions
The above task forces used the following definitions to guide their work:
Selective Admissions: The use of an application, minimum grades, test and/or other methods as
a screening tool prior to admitting students to a program. As of fall 2013, COCC’s selective
admissions programs are nursing (uses prerequisites, minimum grades, specialized test, essay
questions, completion of support courses) and paramedic (uses prerequisites, minimum grades,
completion of support courses).
Limited Entry: Students must demonstrate a minimum skill level (via course completion or
placement testing) prior to receiving permission to register for courses. As of fall 2013, COCC’s
limited entry programs are baking and pastry arts, culinary, dental assisting, HIT, massage
therapy, medical assisting, pharmacy technician, and veterinary technician.
III.
Considerations
Selective Admissions: Background, Definitions and Considerations * Page1
The following briefly summarizes considerations (in no particular order) associated with a
selective admissions program. All programs must work with their dean of instruction and the
Admissions & Records Office prior to considering and during development of a selective
admissions process.
a. Alternatives to a Selective Admissions Process
Prerequisites: Prior to implementing a full selective admissions program, it is recommended
that departments consider implementation of mandatory prerequisites as a screening tool,
noting that prerequisites can be placement testing scores, coursework, or clinical
observation hours (or related area). Typically, prerequisites are screened by the program
director.
Wait List and Guaranteed Seats: If significant demand still exists, a department may wish to
consider mandatory prerequisites coupled with a wait list process that guarantees x-number
of students a position in the next year’s cohort.
b. Selection Process Goals
It is important that a department first consider its goals for a selective admissions process as
this will better help define selection criteria. Examples include:
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Ensure students are academically prepared to successfully complete the program
Increase retention in the program
Determine traits that translate to success in the field
Increase the diversity of the applicant pool
Ensure students are familiar with the field prior to admission
Increase likelihood that admitted students are team players
Reduce competitiveness amongst students, both pre- and post-admission
c. Perception of Neutrality and Management of Process
Selection processes should be developed to be as neutral or objective as possible; this
includes not only the criteria themselves, but in who administers the admissions process .
Based on both task force reports, it is highly recommended that a selective admissions
process be managed by the Admissions & Records Office; this not only keeps faculty in a
more neutral position, but allows better service to students during winter, spring and
summer breaks.
d. Grades as a Selection Tool
Experience indicates that if a program uses grades in specific courses as the only selection
criteria, or if a higher grade earns higher points towards an application, then the
competitiveness within the prerequisite courses is significant, so much so that it is damaging
to classroom interactions and team assignments. Additionally, depending on how
competitive the program is, students will often retake a course to increase their course
grade from a B+ to an A- (as an example only). Therefore, programs may wish to consider a
process which reviews completion of x-courses with a C grade or better, thereby reducing
the competitive element.
Selective Admissions: Background, Definitions and Considerations * Page2
e. Interviews as a Selection Tool
The College strongly recommends against using interviews as a selection tool for the
following reasons:
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f.
Interviews are highly subjective and as such, carry a high degree of risk.
Interviews are difficult to design and score using objective criteria.
If a student and instructor have student-instructor relationship prior to the interview,
the appearance of bias (either for or against) may become an issue.
From a logistics standpoint, interviews can be difficult to schedule and time consuming
to administer and score.
Essays as a Selection Tool
While many of the same concerns exist for the use of essays as a selection as does with
interviews, research by Dr. William Sedlacek has helped institutions across the country
develop questions appropriate to institutional or program goals, student writing and
submission criteria, objective scoring criteria and training materials for essay readers.
COCC’s Admissions & Records staff have received significant training regarding Dr.
Sedlacek’s recommendations and can provide further guidance if a program wishes to
pursue this option.
g. Industry Standards and Technical Requirements
All selective admissions program handbooks must include published industry standards and
technical requirements (or links to this information) as needed for employment in the field
or for completion of the academic program (e.g., minimum lifting requirements, need to
stand for long periods of time, criminal background checks, etc.).
h. Testing as a Selection Tool
The use of testing is appropriate when:
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A program can define what it is it is trying to measure and why; that the testing
instrument has been normed to test that specific area; and the skill that is being
measured directly relates to a student’s ability to succeed in that program.
The test is a secured test and has appropriate options for students with disabilities.
The test itself is designed to provide access to the program and not measure program
outcomes.
Administration of the test is reasonable for the college and the student.
Any program wishing to use testing as a component of selection should work closely with
COCC’s Testing Center to find a test which measures the competencies required for
admission, as well as with the CAP Center who is generally responsible for administering
admissions tests. Additionally, COCC faculty from the related subject area (e.g., math,
writing, etc.) should review the test for its accuracy in measuring those areas.
i.
Consistency
Whether through a selective admissions or limited entry process, the requirements must be
enforced in times of both high and low enrollment.
Selective Admissions: Background, Definitions and Considerations * Page3
j.
Outside Review Prior to Implementation
Prior to implementing a selective admissions process, it is important that the Admissions &
Records Office and the academic program have COCC’s EEO Officer, Diversity Coordinator
and Risk Management staff review the criteria to ensure compliance with federal, state or
institutional policies.
k. Approval Process
The College does not have a formal policy regarding which governing committee should
approve a selective admissions process. Regardless, it is recommended that all selective
admissions processes receive approval from Academic Affairs prior to implementation.
l.
Notice to Students
Programs should provide significant notice to students about changes to an existing or
approval of a new selective admissions process; practice has been to give students at least a
one-year notice of changes or new criteria, although timing greatly depends on the scope of
the changes.
m. Assessment
The academic program should work closely with the Admissions & Records Office on an
annual basis to determine whether the criteria are meeting intended goals. Criteria should
be adjusted as appropriate, including consideration of eliminating selection requirements.
Selective Admissions: Background, Definitions and Considerations * Page4
APPENDIX A:
SELECTIVE AND LIMITED ADMISSIONS PROGRAM POLICY
The following guidelines for Selective and Limited Admissions Programs were developed by the Selective
Admission Task Force and approved by Academic Affairs in February of 1998.
Definitions
Selective admission is defined as those programs using an application, testing, or other methods as a
screening tool prior to admitting students to the program (as of Fall 2001, these include EMS and
Nursing). Half of the students will be admitted based on their rank compared to other applicants. The
other half of the students admitted via a random selection/drawing process (e.g., in the Nursing
program, the top 15 point-bearers and 15 randomly selected students are admitted to the program).
Limited enrollment is defined as those programs which require students to have a minimum level of
skills prior to beginning the program's curriculum. Once a student has demonstrated a minimum level of
competency in pre-determined areas, registration in program classes are on a first-come/first-serve
basis. This application will serve as a flag in the admission process to ensure that minimum
requirements are met.
Purpose
Admission limitations will normally apply to Professional/Technical programs, other areas where
students require specific job-related skills upon graduation, or where a required sequence of courses
exists. Programs can institute a selective admissions process if they meet one of the following criteria:
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The program has limited resources (e.g., lab space, faculty, financial), which means the program
can only serve a finite number of students.
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The program needs to match the number of students with the desired number of graduates.
As long as one of the above criteria are met, the following may also serve as rationale as to why a
program may pursue a selective admission process:
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The program wants to more closely match the number of first-and second-year students to
maximize long-term resources. Pre-selecting students, rather than weeding them out in the first
year, should improve retention.
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Programs whose students, upon entry, need a minimum level of skills based on industry
standards, curriculum requirements, time limitations, and/or legal requirements of the
profession. Ideally, prerequisites, placement test scores, and "instructor required signature"
courses would assure students are prepared. However, these are difficult to enforce on a
college-wide basis.
General Guidelines
Access to the Program: All application processes should be designed to maximize access for qualified
students, tempered only by industry driven requirements for employment. Any courses required prior
to actual admission to the program should maintain an inherent value in regards to transferability to
another program of study, ability to gain employment because of the course itself, and/or gain a needed
Selective Admissions: Background, Definitions and Considerations * Page5
life skill (e.g., a student not admitted to the Nursing progam but who has completed the CNA
requirement can still transfer courses to another program and/or seek employment as a CNA --or-- the
skills learned in the Intro to Emergency Services class are required for all who wish to be a volunteer
firefighter in the state of Oregon).
Additionally, selective admission programs should be designed to allow for direct post-high school
student access to the program. If college level courses are required as prerequisites, then appropriate
alternatives must be outlined, including the use of AP courses, concurrent enrollment classes, or
substitutions of other equivalent coursework.
Industry Standards and Technical Requirements
All selective admissions program handbooks must include published industry standards and technical
requirements as needed for employment in the field or for completion of the academic program (e.g.,
minimum lifting requirements, need to stand for long periods of time). If full text is not expedient,
reference to where these standards can be found must be included. All programs also need to identify
which area of their field they will be training students to work (the Nursing program trains those
interested in being a nurse in a hospital setting versus those in an insurance investigation setting) and
design criteria based on this training.
Testing as a Selection Tool: The use of testing is considered legitimate when:
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A program does not have sufficient other data on which to base selection
A program can define what it is it is trying to measure and why; that the testing instrument has
been normed to test that specific area; and the skill that is being measured directly relates to a
student's ability to succeed in that program
The test is a secured test
The results can be used in a way that accommodates disabilities without undermining the utility
of the test
The test itself is intended to provide access to the program and not to measure the actual
outcome of the program (e.g., not adapt a test used as a hiring tool in a particular field as a
selection tool to a program).
The cost of the test is reasonable for the college and the student.
Any program wishing to use testing as a component of selection should work closely with COCC's Testing
Center to find (and purchase if necessary) a test which measures the competencies required for
admission. Additionally, COCC faculty from the related subject area (e.g., math, writing, etc.) will need
to review the test for its ability to measure those areas.
The ASSET Placement Test is not considered a secure and useful test for a selective admission program.
Random/Lottery Selection: All programs must maintain a minimum of a 50% random selection
component when designing the selection process. A program can decrease the percentage of randomly
selected students if it can prove with significant data that benefits exist for both the students and the
program through the use of non-random selection criteria.
Selective Admissions: Background, Definitions and Considerations * Page6
Accommodating part-time, drop-out, and transfer students: If a student drops-out of a program due to
poor academic warning status and wishes to return to that program, s/he will be required to re-apply to
the program and go through the standard selection process.
Each program will determine the best method to manage students who stops a program mid-way
through. However, for a stop-out student to return to a program, s/he must be in good academic
standing with the college.
Part-Time Students: Wherever possible--albeit prior to admission or in the program specific courses-programs should be structured to accommodate part-time students.
Official Transcripts: Programs do not need to require that students provide official high school or COCC
transcripts for purposes of application or transcript evaluation, unless required by law. However, if a
student wishes to have any courses from another institution used towards their transcript evaluation
and/or graduation, then s/he must provide Enrollment Services with an official copy.
Minimum/Maximum Credit Hours: When designing the course load for a selective admission program,
programs need to maintain the College's current practice of not exceeding 100 hours in program
required courses. If a program exceeds this practice, it will need to provide justification to the
appropriate parties or committees.
Developing a Selective Admission Program
If a program wishes to become a selective admission program, it is that department's responsibility to
design the selection process in conjunction with the Admissions Office. Once the process is complete, it
must be reviewed by the Admissions Office, the Testing Center, and then approved by the Curriculum
Committee and Academic Affairs.
Management of Selective Admission Programs
All selection programs, once approved, will be managed by the Admissions Office. The rationale behind
this is that by having the Admissions Office coordinate the process, it "de-personalizes" the process for
faculty, shows objectivity for students, provides one stopping point for policy changes that may affect
programs, and centralizes the overall process.
All programs must be reviewed on an annual basis to make updates as needed. The Admissions Office
will work with the program faculty to determine an annual statistical reporting method.
Application/selection criteria and related materials specific to each program will be managed by the
Admissions Office. Selection criteria are available upon request.
Efforts need to be made to inform students when a program changes to a selective admission program,
with some students being "grandfathered" into the program as necessary and reasonable. The standard
set forth is that if a program is published in the college catalog as a selective admission program, then
the program can begin selection for that academic year.
Back-Up for Insufficient Numbers
A program may re-open a selection process if it does not have sufficient numbers of applicants and/or
qualified students. The selection process and requirements must remain the same as the original
process, adjusting for timeline only.
Selective Admissions: Background, Definitions and Considerations * Page7
APPENDIX B:
2010 ALTERNATIVE ADMISSIONS TASK FORCE REPORT
Background
During spring 2010, In Sync and ChairMoot brainstormed a list of possible policy changes or new
initiatives that may help increase student access to courses, without negatively impacting staff
workload. Among that list was to convene a task force to review alternative admissions options for
programs with high demand.
Task Force Charge
The task force’s charge was to recommend processes by which CTE programs with high demand can
help students better predict when they might enroll in program classes. The task force should consider
a variety of different options which could include, but is not limited to, wait lists, developing program
prerequisites, recommending alternative registration times for specific students, giving wait listed
students priority enrollment to the next starting cohort, selection admissions processes or other
options.
Task Force Members
Seana Barry, Assistant Director of Admissions
Michael Gesme, Music Faculty
Diana Glenn, Instructional Dean
Thurman Holder, CAP Center Advisor
Julie Hood, Allied Health Faculty and Department Chair
Bev Jackson, HIT Faculty
Alicia Moore, Dean of Student & Enrollment Services
Data Review and Supporting/Background Materials
The task force reviewed the following background materials and data:
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COCC “Selective and Limited Admissions Programs” Policy
COCC Selective Admissions Programs (defined as those with a competitive admissions process
and deadline): Nursing, Emergency Medical Services, Radiology Technician (LBCC program)
COCC Limited Admissions Programs (defined as those programs with mandatory prerequisites,
enforced via instructor signature): Medical Assisting, Dental Assisting, Pharmacy Technician
Program Cohort Chart, a listing of all selective, limited and open enrollment cohort-based
programs
Majors Chart: All COCC majors and the number of students in each major
COCC certificate and degree Completion Data
Selective admissions process at other Oregon community colleges
Recommendations
Consideration of Program Prerequisites
Programs with high demand should first consider implementing program prerequisites before
implementing a selective admissions process, as this may more adequately determine program demand.
When considering program prerequisites, the following criteria applies:
Selective Admissions: Background, Definitions and Considerations * Page8
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Prerequisites must be enforced in times of high and low enrollment.
Prerequisites must be tied to course or program outcomes.
A program must seek some level of college approval before implementing prerequisites.
Approval process to be determined by prerequisite task force.
Prerequisites must be part of overall certificate or degree requirements (e.g. EMT-Basic as part
of paramedic program requirements), provide students with an opportunity to “experience” the
profession (e.g., CNA as a prerequisite to nursing), and/or have a direct correlation to the
beginning program courses. As much as possible, prerequisites should also be able to be used
as requirements for other programs (either CTE programs or the AAOT).
Prerequisites should be limited to courses or placement testing scores, although prerequisites
could include criminal background checks and/or immunizations if these are required of CWE or
other program academic requirements.
Approved prerequisites must be communicated to the Admissions & Records Office and the CAP
Center.
As of this time, programs wishing to implement program prerequisites are responsible for reviewing
student compliance with prerequisites through the program director or department chair; this includes
providing some level of service or responsiveness to student queries during summer term. In the future,
implementation of DegreeWorks and acceptance of transfer institution credits may facilitate the ability
to use Banner, COCC’s student information system, to electronically screen such requirements.
It is important to note that the recommendations regarding program prerequisites are preliminary,
pending the outcomes of the prerequisite task force.
Other Options and Selective Admission
A more traditional competitive/selective admission process may be viable if demand still exists after
implementation of program prerequisites and if staffing levels permit. This task force recommends that
should a program wish to move to a selective admissions process in the future, the process should be
mutually developed with the instructional dean, department representatives and the Admissions &
Records Office, as well as align with the key concepts in the current “selective admission and limited
admissions “ policy.
Other Options Considered
The group explored a variety of other options, including giving priority registration access to students
who were top on the wait list, those with advanced degrees or those with the highest level of
accumulated credits; use of an “entrance quiz” to screen for prerequisite knowledge; and providing
priority registration to students in high demand programs. However, none of these options were
considered viable due to timing, concern for preserving a sense of equity among interested students or
ability to implement electronically.
Medical Assisting
In reviewing the wait list numbers, students by major and other enrollment data, the task force agreed
that it would be appropriate to implement program prerequisites for the Medical Assisting program.
Julie and Alicia worked with Debbie Malone, Aimee Metcalf and Mary Jeanne Kuhar on the
prerequisites. Note that when asked if they would like to approve the prerequisites, Academic Affairs
declined citing pending work from the prerequisite task force, precedent with other Allied Health
Selective Admissions: Background, Definitions and Considerations * Page9
programs, and the work done by this task force. Based on approval from the instructional dean, the
Medical Assisting program will implement program prerequisites for fall 2011.
Selective Admissions: Background, Definitions and Considerations * Page10