Admissions Standards in Professional Schools
Applicability and Process of Admissions Standards
Aug 23, 2009
Like so many things in life, if one does not know where he is going, he may end up somewhere that is the polar opposite of the original goal. In 2003, the Career Center at the University of Maryland reported that many students who are not accepted into graduate programs have not demonstrated a clear sense of their professional and personal direction. Furthermore, students who are not sure why they are pursuing graduate degrees do not complete their studies. Many head to graduate school for the wrong reasons, because a graduate degree is necessary or with the perception that a few more years of study might give them insight into what they want to do.
Many returning students are middle-aged adults who are furthering their education to advance at their current employer, to obtain better paying jobs, or to enter a new career field altogether. By thoroughly researching programs and conducting self-assessment to identify direction and goals, one will be in a better position to choose a program that will most accurately meet their needs.
Self- Assessment for Success
Before entering a graduate program, it is critical to conduct a self-assessment. This self-assessment should include taking stock of interests and abilities as well as desire. At this point, decide what course of study will be pursued, whether or not a commitment can be made to follow through. As part of the assessment, research several programs and areas of study. Next, find out what constitutes the necessary degree in a given field. For example, social work usually requires a master’s degree whereas clinical psychology requires a doctorate.
Today, there are a myriad of programs available in many different formats. The final aspect of self-assessment research should involve exploring specific graduate programs. Some questions to ask include delivery, class format, attendance, financial support, availability of assistantships and fellowships, and what percentage of graduates found jobs within their chosen fields and how soon after completion those positions were obtained.
Professional Schools
Professional schools are defined as post-graduate schools of specialized fields. Traditional programs include law, medicine, engineering, or architecture. More contemporary programs are becoming more common in areas such as conflict resolution, industrial psychology, and energy/environmental management. In addition, the market is beginning to see hybrid programs, allowing an individual to tailor a program to his own needs and desires.
Professional school studies are much more tightly focused around an academic discipline than undergraduate studies. Traditional professional school admissions include a fully completed application, undergraduate transcripts, an acceptable score on standardized tests and a requisite number of letters of recommendations.
Many professional schools are highly competitive and the number of qualified candidates often exceeds the number of available positions. In addition, the more selective a school is, the more challenging the admission standards will be. Many schools also require a minimum GPA; an application essay stating who the applicant is, his professional goals, and how those goals will be fulfilled by the program he is seeking to enter.
Admission Standards
The National Association for College Admissions was founded in 1937 to establish a code of ethics that would guide colleges and universities in their relationships with students and secondary school counselors and, concomitantly, to promote the interests of students over those of institutions. Although colleges can come up with their own guidelines for admissions, the National Association suggests the following standards for the admissions process:
- Clearly defined institutional mission, including written goals and objectives of the admission program, and an evaluation component that seeks to understand what is being done and that serves as a basis for major institutional decisions.
- Availability of clear, accurate information about the institution, including admission requirements, educational programs, costs and financial assistance that will enable students to reach sound decisions.
- Emphasis on equity and accessibility and a commitment to the needs of underrepresented students. This assumes the presence of positive attitudes that promote student development regardless of race, sex, or disability and support the inclusion of role models among the staff and faculty who reflect those characteristics.
- Delivery of services according to ethical practices developed by NACAC and other similar education groups.
- Referral of students to other institutions when it is determined that students’ needs can be better met elsewhere.
- Emphasis on student retention, including the existence of adequate academic and other support services to insure the success of admitted students.
- A supportive administration and campus environment that promotes student growth and development.
Purpose of the Admissions Function
The first purpose of the admissions function is the legislation that establishes the substantive provisions of an admission policy. The second function is administration. This function translates admissions standards and goals into procedures for attracting suitable candidates. The third function is the monitoring function. This function involves regular evaluation of both the validity of the norms set in admissions policies and the efficacy of administrative practices in fulfilling the normative standards and goals.
To maintain a diverse community of students, admission standards must strengthen rather than weaken student diversity. Admissions is integral to the educational mission of the school and policies of general applicability to admissions should be adopted by the trustees and endorsed in a public written statement, by the faculty.
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