Freshman Admission 201: Advanced Application Review

1. Freshman Admission 201: Advanced Application Review

2. PresentationOverview UC Comprehensive Review Policy Various Methods of Comprehensive Review Admission Application Tips to Takeaway

3. Comprehensive Review • Defines merit using multiple measures of accomplishment and promise • Considers the context in which the applicant has demonstrated achievement • Individualized review campus to campus

4. Implementation of Comprehensive Review as UC Admissions Policy • UC Academic Senate Researched Policy by Request of UC President • UC Regents Approves Policy • Board of Admissions and Relations with Schools Defined Guidelines • Campus Admissions Committee Implement Policy in cooperation with Admissions Office

5. Variety of Methods • Fixed Weight – quantitative value placed on various criteria • Holistic – qualitative, no fixed weight placed on any one criteria • Hybrid – part quantitative and part holistic

6. Similarities and Differences • Common Features: • Reviewers undergo mandatory training • Every application is reviewed at least once* • Every UC campus is selective • Differences: • Who reviews applications at each campus • Volume & timeline when reviews are completed • Selection varies campus to campus

7. Resources Regents Policy 2104: Policy on Comprehensive Review in Undergraduate Admissions http://regents.universityofcalifornia.edu/governance/policies/2104.html Regents Policy 2108: Resolution Regarding Individualized Review and Holistic Evaluation in Undergraduate Admissions http://regents.universityofcalifornia.edu/governance/policies/2108.html BOARS – Guidelines for Implementation of University Policy on Undergraduate Admissions http://senate.universityofcalifornia.edu/committees/boars/GUIDELINES_FOR_IMPLEMENTATION_OF_UNIVERSITY_POLICY_on_UG_ADM_Revised_January2014.pdf

8. Case Study 1

9. Applicant Information • Major: Civil Engineering • Family: Dual-parent, English only; College educated, professional parents; no income provided • School: Northstate High School, a small, rural, public school 7 AP/HL courses A-G approved

10. GPA & Test Scores Honors Courses Grades 10 & 11: 4 Grade 12: 8 GPA Unweighted: 3.75 Weighted: 3.91 A-G Courses:50

11. GPA & Test Scores SAT Reasoning Reading 510 Math 530 Writing 570 Subject Exams Math Subject Level 2: 510 Chemistry: 600 AP and IB Exams Date Subject Score 5/2012 EngLang&Cmp 3 5/2012 US History 3 5/2013 Calculus AB 5/2013 Enviro. Sci.

12. Coursework for 9-10

13. Coursework for 11-12

14. Honors/Activities / Volunteer Work / Employment • Honor Role* (all 3 years) • 1st place in Alcohol Prevention Poster Contest • Earned $500 by going to a meeting and creating a poster • Most Improved in HS Music Program, sophomore year • Jazz Band, junior & senior year • clarinet, tenor saxophone- 1st Chair senior year • Concert Band, senior year • clarinet – 2nd chair, tenor saxophone – 1st Chair • Pep Band, senior year • tenor saxophone, played at games and rallies • Volunteered as Teacher’s Assistant over 200 hrs

15. Personal Statements • Prompt 1 Response Summary: Student describes coming from a small, loving, supportive family in a small town. They are encouraged to do their best in any endeavor that they pursue including music, sports, and fine arts. They learned from these activities to step outside their comfort zone and how to work as a team. From music they learned determination and hard work, sports taught them how to push beyond boundaries; fine arts- to be creative. Grateful. Next the student describes their teachers as supportive and able to make school fun and something to look forward to. Teaching kindness, acceptance, accepting of differences, and to be an organized student. Their teacher encouraged them to pursue their interests in math and science by studying to become an engineer.

16. Personal Statements • Prompt 2 Response Summary: Student explains how in 11th grade, they taught themselves the tenor saxophone for jazz band after only having played the clarinet when the previous tenor sax player left the school. By the following year they were 1st chair. They described the determination, hard work, and talent, and grace under pressure this endeavor required

17. Case Study One Review This applicant, when viewed in the context of educational and personal circumstances, was given strong consideration. SUMMARY • Strong academics • Scores below average in school context • Taking advantage of opportunities available • Student demonstrates talent, dedication, determination

18. Case Study 1 Questions

19. Case Study 2

20. Applicant Information • Major: Anthropology • Applicant: Low Income, dual-parent household, 1st generation college (indicated both parents both farm laborers and have no high school); bilingual (first language: Spanish) • School: Middlestate High School, a mid to small, rural, public school with only 6 HL/AP courses A-G approved

21. SAT Reasoning Reading 580 Math 560 Writing 670 Subject Exams None Take GPA Unweighted: 4.00 Weighted: 4.19 A-G Courses:44 Honors Courses Grades 10 & 11: 4 Grade 12: 7 • ELC Top 3% GPA & Test Scores

22. GPA & Test Scores ACT with Writing Reading 29 Science 24 Math 21 English/Writing 27 English 26 Composite 25 AP and IB Exams Date Subject Score 5/2012 EngLang&Cmp 3 5/2012 US History 3 5/2013 Calculus AB 5/2013 Physics B 5/2013 Spanish Lit.

23. Coursework for 9-10

24. Coursework for 11-12

25. Coursework for 11-12

26. Honors/Activities / Volunteer Work / Employment • Academic Decathlon – sophomore, junior, senior • Ist Team 2yrs • Silver (Physics) and Bronze (Art) medals • FFA Outstanding Secretary • Superindendent’s list (gpa of 3.75+) • Future Farmers of America – all four years • Theater Arts – junior & senior year • Friday Night Live Leader* senior year • Spanish Club senior year • President** • Cared for homebound grandmother while she stays in her home*** • CSF, Cal-SOAP, ETS – 3 years

27. Personal Statements • Prompt 1 Response Summary: Student describes how growing up female in a Hispanic culture, she was told, “your place is in the kitchen”, and she was expected to conform to various gender roles. Her aspirations to obtain a college education were discouraged. While she had great pride and respect for her culture, she also would not let is dissuade her from her dreams. She has learned to manage her families expectations of her in the home and wants to be a role model and leader for other Hispanic women. Despite of her parents lack of understanding and support, she knows that college is the key to her success and independence.

28. Personal Statements • Prompt 2 Response Summary: Student describes immigrating to the US when she was just eight years old. Her eyes were opened to a diverse range of people and cultures and how being exposed to cultures other than her own led her to be more tolerant and sympathetic of others. Her own experiences of having a disabled sibling also made her recognize that it is wrong to criticize others for being different. As a result of her experiences, she has a desire to engage with and develop an understanding of other cultures, which is why she has chosen to study anthropology. Additional Comments: Mirrored first statement.

29. Case Study Two Review SUMMARY • Academic excellence • Test Scores and honors count are not the greatest, but strong in school context • Taken full advantage of opportunities available • Mature reflective voice • Student reflects promise in leadership • Demonstrated concern for others and a broad range of intellectual interests and achievements

30. Case Study 2 Questions

31. Resources UC Comprehensive Review & Campus Selection Processeshttp://admission.universityofcalifornia.edu/freshman/how-applications-reviewed/index.html Downloadable Guides Presenting Yourself on the UC Application – Freshman (PPT) UC Campus Policies and Procedures for Reviewing Freshman Applicants (Freshman Matrix) Quick Reference for Counselors http://admission.universityofcalifornia.edu/counselors/downloadable-guides/index.html UC Counselors & Advisers Bulletin Sign-up http://ucal.us/bulletin

32. Thank you