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Diversity in Admissions

Diversity in Admissions. Enhancing the Educational Environment. Commitment to Diversity. “We can achieve our goals by thinking of diversity as not a separate issue, but rather, a part of every facet of this university.” – Kevin P. Reilly, President, UW System .

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Diversity in Admissions

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  1. Diversity in Admissions Enhancing the Educational Environment

  2. Commitment to Diversity “Wecan achieve our goals by thinking of diversity as not a separate issue, but rather, a part of every facet of this university.” – Kevin P. Reilly, President, UW System

  3. UW System Definition of Diversity The UW System defines diversity broadly, to include and acknowledge differing personal characteristics, experiences, and talents as well as social and cultural differences due to gender, race, ethnicity, socioeconomic status, age, nationality, religion, physical ability, and sexual orientation.

  4. Diversity Enhances the Educational Experience “… numerous studies show that student body diversity promotes learning outcomes, and better prepares students for an increasingly diverse workforce and society, and better prepares them as professionals.” Grutter v. Bollinger, 2003, U.S. Supreme Court

  5. Diversity in Admissions Enhancing the educational experience for all begins with an admissions process that takes diversity into account.

  6. The Legal Context for Considering Diversityin Admissions

  7. Race and Ethnicity in Admissions Decisions • Regents of the University of California v. Bakke, 1978, U.S. Supreme Court • Gratz v. Bollinger, 2003, U.S. Supreme Court • Grutter v. Bollinger, 2003, U.S. Supreme Court

  8. What the Supreme Court Cases Tell Us If institutions use race and ethnicity as factors in admission, they should also:

  9. Demonstrate the educational benefits of diversity • Link diversity goals to institutional mission and goals • Broaden diversity goals to encompass more than race or ethnicity • Consider race and ethnicity as factors among others, not the defining characteristic of an applicant • Consider applicants using individualized, holistic review • Review applicants fully and in relation to the entire entering class • Periodically review need for use of race-conscious process

  10. Institutions Should Not • Define diversity solely with respect to race and ethnicity • Use separate admission standards or processes based on race or ethnicity • Use quotas

  11. Achieving the Educational Benefits of Diversity

  12. Key Strategies to Meet Educational Goals and Comply with Legal Standards • Establish Goals • Inventory • Assess • Act Note: This four-step strategy is loosely based on a presentation by Arthur Coleman on Admissions (Selection) and Federal Law, November 2005, sponsored by The College Board.

  13. 1. Establish Goals • Establish or reinforce clearly-defined, institutionally-specific, mission-driven, diversity goals • Publicize and institutionalize these goals

  14. 2. Inventory • Inventory all policies and programs designed to support institutional diversity goals • Identify outcomes each policy or program is intended to contribute toward meeting the institutional diversity goals

  15. 3. Assess • Regularly evaluate and review outcomes of all programs designed to enhance diversity • Review race-conscious efforts to ensure they are still needed and that race is used in the most limited way necessary to meet educational diversity goals

  16. 4.Act • Revise and refocus diversity goals to ensure they are in alignment with changing educational needs and goals • Review outcomes of assessments and redirect or continue efforts as necessary

  17. Holistic Admissions: One Path to Diversity

  18. “The task of an admissions office … is to assemble a total class of students, all of whom possess the basic qualifications, but who will also represent in their totality, an interesting and diverse amalgam of individuals who will contribute through their diversity to the quality and vitality of the overall educational environment.” Expert Report of William G. Bowen, Gratz v. Bollinger

  19. Holistic Review Involves • Individual, full-file review of applicants • Review of academic and non-academic factors • Consideration of student’s potential for success • Consideration of student’s ability to contribute to the educational environment

  20. Holistic Review May Include • Academic factors • Demographic factors • Socioeconomic factors • Race/ethnicity • Work experience • Leadership and extracurricular factors • Accomplishments • Personal qualities • Skills and abilities • Other factors tied to the mission of a specific institution

  21. 2008-09 UW System Admission Process • Students applying for admission for 2008-09 will use a revised UW System undergraduate application • New freshman applicants will be evaluated using an individualized, holistic review

  22. Resources UW System Diversity in Admissions Website http://www.uwsa.edu/vpacad/admissions/res/ (password required) College Board: Achieving Diversity in Higher Education http://www.collegeboard.com/highered/ad/ad.html

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