nsi 2014: in college choice right fit is everything
DESCRIPTION
One size does not fit all in post-secondary education. Gain wisdom and insight about how important it is for students to diligently conduct research to find the “right fit” when selecting an institution to pursue their goals beyond high school. Hear suggestions about how to make sure your students are preparing appropriately for their post-secondary aspirations.TRANSCRIPT
NAVIANCE SUMMER INSTITUTE 2014 PALM SPRINGS, CALIFORNIA
Naviance Summer Institute
Palm Desert, CaliforniaPresenter: Dr. Roger J. Thompson
Vice President for Enrollment Management, University of Oregon
The College Search
• Presentation Overview– The college search process—past and
present– Finding the “right fit”
College Search—A look back
• High school students have always investigated post-high school options.
• Methods have changed– Viewbooks, direct mail etc, all student initiated
• Higher education landscape has changed– More and different kinds of institutions and
programs• More information available today
– www created an unlimited amount of information
College Search—Today
• New tools– The web—biggest impact/change– Technology advanced and tools developed
• Entire new industry developed– Companies to support college search process– Growth in independent counselors– Communication tools
College Search—Today
• Self service– Students/parents easily access any institution
to learn more about programs, etc.– Contacting the institution not needed to begin
the search process– Students/parents comfortable with self
service—everywhere in their life– Students/parents are technology savvy—
raises expectations for institutions
College Search—Today
• Demographics– Changing demographics in America – Total high school graduates quite variable
based on region– Student population becoming more diverse—
Latino/Hispanic fastest growing demographic in America
– College attendance/participation is increasing —creating new challenges
0
500,000
1,000,000
1,500,000
2,000,000
2,500,000
3,000,000
3,500,000
4,000,00019
96-9
7
1997
-98
1998
-99
1999
-00
2000
-01
2001
-02
2002
-03
2003
-04
2004
-05
2005
-06
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-07
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-08
2008
-09
2009
-10
2010
-11
2011
-12
2012
-13
2013
-14
2014
-15
2015
-16
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-18
2018
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2019
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2020
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2021
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2022
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2023
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2024
-25
2025
-26
2026
-27
2027
-28
Actual Projected
Includes private and public school graduatesSource: WICHE Knocking at the College Door, Dec 2012
High School Graduate Projections – ENTIRE USA1996-97 through 2008-09 (actual), 2009-10 through 2027-28 (projected)
0
50,000
100,000
150,000
200,000
250,000
300,000
350,000
400,000
450,000
500,00019
96-9
719
97-9
819
98-9
919
99-0
020
00-0
120
01-0
220
02-0
320
03-0
420
04-0
520
05-0
620
06-0
720
07-0
820
08-0
920
09-1
020
10-1
120
11-1
220
12-1
320
13-1
420
14-1
520
15-1
620
16-1
720
17-1
820
18-1
920
19-2
020
20-2
120
21-2
220
22-2
320
23-2
420
24-2
520
25-2
620
26-2
720
27-2
8
Actual Projected
Includes private and public school graduatesSource: WICHE Knocking at the College Door, Dec 2012
High School Graduate Projections – CALIFORNIA1996-97 through 2008-09 (actual), 2009-10 through 2027-28 (projected)
0
5,000
10,000
15,000
20,000
25,000
30,000
35,000
40,000
45,00019
96-9
719
97-9
819
98-9
919
99-0
020
00-0
120
01-0
220
02-0
320
03-0
420
04-0
520
05-0
620
06-0
720
07-0
820
08-0
920
09-1
020
10-1
120
11-1
220
12-1
320
13-1
420
14-1
520
15-1
620
16-1
720
17-1
820
18-1
920
19-2
020
20-2
120
21-2
220
22-2
320
23-2
420
24-2
520
25-2
620
26-2
720
27-2
8
Actual Projected
Includes private and public school graduatesSource: WICHE Knocking at the College Door, Dec 2012
High School Graduate Projections – OREGON1996-97 through 2008-09 (actual), 2009-10 through 2027-28 (projected)
0
10,000
20,000
30,000
40,000
50,000
60,000
70,000
80,000
90,00019
96-9
719
97-9
819
98-9
919
99-0
020
00-0
120
01-0
220
02-0
320
03-0
420
04-0
520
05-0
620
06-0
720
07-0
820
08-0
920
09-1
020
10-1
120
11-1
220
12-1
320
13-1
420
14-1
520
15-1
620
16-1
720
17-1
820
18-1
920
19-2
020
20-2
120
21-2
220
22-2
320
23-2
420
24-2
520
25-2
620
26-2
720
27-2
8
Actual Projected
Includes private and public school graduatesSource: WICHE Knocking at the College Door, Dec 2012
High School Graduate Projections – WASHINGTON1996-97 through 2008-09 (actual), 2009-10 through 2027-28 (projected)
College Search—Today
• Student characteristics– Diverse populations & changing student bodies– More first generation college students entering
higher education– More families experiencing higher education for
the first time– Families are changing, creating different
dynamics– Student expectations are increasing—variety of
areas, from college experience to careers
White63%
Asian/Pacific Islander6%
African American/Black
2%
Hispanic/Latino11%
Native American1%
Two or More Races7%
International10%
Unknown1%
Entering Freshman Racial/Ethnic DiversityFall 2013 University of Oregon
UO Office of Enrollment Management, October 28, 2013
DomesticMinority
27%
College Search—Today
• Starting earlier• Parents highly involved• Peers are important• HS counselors, teachers & administrators• University officials—tour guides to
admissions officers, to anyone on campus• Others
Finding the “Right Fit”
• Most common term in college search process
• High school counselors, university officials, parents, publications, others suggest students find it
• My thought—it is often described but rarely defined
Finding the “Right Fit”
• Academic Preparation– Reasonable rigor– Academic background matches
university/college requirements or standards– HS academic record matches college
academic interest– HS background matches desired college
academic interest (Music, Architecture, etc)
Finding the “Right Fit”
• Institution type– College or University– Community College– Technical or trade school– Public or Private– Religious affiliation– Research university, liberal arts college etc.– Principles and values
Finding the “Right Fit”
• Location– In-state or out-of-state, or out of country– Large city, one of the major cities in country– City, a large city, but not a major city– Suburban, a community bordering a large city– Traditional college town, where the focus of
the community is the college or university• Pseudo-suburban, rural, etc.• Big, medium, small
Finding the “Right Fit”• Campus size
– 40,000 or more students– 30,000 or more students– 20,000 or more students– 10,000 or more students– 5,000 or more students– 3,000 or more students– 1,500 or more students– Under 1,000 students
Finding the “Right Fit”
• Size is important, but experience & opportunity is sometimes over-looked– Average class size– Courses offered– Time availability– If large classes, how are they handled– Who teaches which kinds of courses– Lab or research experiences or opportunities
Finding the “Right Fit”
• Student experience—outside of class– Study abroad opportunities– Internships, paid or unpaid– Research opportunities– Student recreation/activities– Clubs, organizations, greek system– Social environment– Athletics
Finding the “Right Fit”
• Campus culture– Politically active – Liberal, conservative, or not politically active– Diversity of student body, faculty etc.– Athletics, Arts, Science, Research etc.– Housing—on-campus or off-campus– Town and Gown– How do students feel about their school
Finding the “Right Fit”
• Financial Fit– More info about this since 2008 recession– More info available for students/parents than
at any point in past– Net price calculators—pro’s & con’s– Cost of attendance figures– Financial literacy– Key: must make sure financial fit is in place
Finding the “Right Fit”• Importance of fit
– 59% of freshmen who start at a 4 year institution graduate within 6 years from that institution
• 57% publics, 65% privates, 42% private for profit– 31% who started a certificate or associate’s
degree in 2008 completed within 150% of normal time
– 1/3 of all students transfer at least once before earning their degree
» Source: NCES data
Finding the “Right Fit”
• Importance of fit– Cost implications– Federal financial aid impact of transfer &
maximum borrowing– State aid– Institutional aid—what is available to
freshmen is likely not available to transfers– Impacts time to completion/graduation– Student & family stress
Academic Year 2012-13 UO Bachelors Degrees
3173, 69%
1423, 31%
Freshmen Transfer
1. Prospective Student
2. Admitted to University of Oregon
3. Enrolled Student
4. Graduate of University of Oregon
5. University of Oregon Alumni
6. Donor to University of Oregon
STUDENT LIFECYCLE
College Selection—Tips
• Start early– Sophomore year
• Student & Family involvement– Discuss & share ideas
• Utilize technology—search engines– Much info is available to assist today– Naviance with counselor & independently– Assignments to students helps
College Selection—Tips
• College Fairs– Initial exploration
• Visit campus—can’t do this enough– Top recommendation – Formal visits & informal time on campus
• Understand academic requirements– Important to have strong understanding of
institution
College Selection--Tips• Understand cost of attendance & your
ability to pay for college– Plan early and utilize financial incentives
(529’s)• Involve HS Counselor
– Connect early to help student plan—planning reduces stress
• Explore the www for institutions – Discover new places– Learn about those you know
College Selection--Tips• See the community, & incorporate “hang
out” time as part of the college visit• Talk to current students, not just tour
guides• As student narrows choices, visit in-depth
– Meetings in areas of interest—in class or outside of class
– Make notes immediately after each visit—pro’s/con’s
College Selection--Tips
• Attend off-campus receptions/events– Gather & learn as much info as possible– Meet key folks from schools
• Apply early– Senior year is busy & stressful—take care of
applications early
• When decision is right, make it– No one perfect school—many perfect schools!
Conclusion
• The fundamental experience of the college search process for the student should be: Empowering!
• Help your students be empowered to make this decision—the first big decision of many they will make in their lives.
Conclusion• The college selection process is exciting
for students.• But it can be full of anxiety and stress for
natural reasons—our job is to help alleviate the stress & anxiety.
• Our HS Counselors play a critical role in this process—THANK YOU FOR THE WORK YOU DO TO HELP YOUNG PEOPLE!
Conclusion
“There is no man living that can not do more than he thinks he can.”
Henry Ford
Questions/Answers/Discussion
• Contact Information:– Dr. Roger J. Thompson– Vice President for Enrollment Management– University of Oregon– (541) 346-2541 or [email protected]