our journey to holistic admissions
TRANSCRIPT
OHSU School of Nursing
Our Journey to Holistic AdmissionsDATE: MARCH 23, 2016 PRESENTED BY: PEGGY WROS, SENIOR ASSOCIATE DEAN FOR STUDENT AFFAIRS & DIVERSITY
Our Journey to Holistic Admissions
PEGGY WROS SENIOR ASSOCIATE DEAN FOR STUDENT AFFAIRS & DIVERSITY
MARCH 23, 2016
OREGON
Oregon Students in Higher Education
Educationally Disadvantaged
Economically Disadvantaged
Rural schools are poorly funded
Urban concentrationFirst in family
1950
th Ranking for percentage of college degrees
Underrepresented minorities (URM)
14.7%
We can’t keep doing the same thing and expect different results…
Creating a Diverse Nursing Workforce
Enrollment
Recruitment
Application
Admission
Local Drivers for Holistic Admissions
OHSU Strategic Plan & Diversity Initiative
234
SON Admissions Values Statement
SON Diversity Action Plan
1 SON Mission & Values
SON Strategic Plan
SON Admissions Mission & Vision
SON Mission & Values1
“To provide leadership in nursing and health care through thoughtful innovation in healing, teaching and discovery.”ValuesIntegrityDiversityCollaborationInnovationExcellence
SON Admissions Mission & Vision2
VisionA dynamic learning community made up of students and faculty with diverse perspectives and backgrounds in an academic environment that fosters the development of compassion, humanism, professionalism, and cultural competence.
“To actively recruit and retain highly qualified and diverse students in all nursing programs and campuses.”
Academic, professional, and/or leadership excellence that indicates a potential for success in the education program and in nursing practice, education and research;
Vision, motivation, and understanding of the nursing profession and the broad spectrum of nursing roles: and,
Potential to enhance, broaden, and contribute a diverse perspective to the experiences of students and faculty in education, practice, and research
SON Admissions Values Statement3
We seek applicants who demonstrate:
SON Diversity Action Plan4
Recruitment and retention of students
Recruitment and retention of faculty & staff
URM20%Goal
Men20%Goal
Veterans10%Goal
15
% New URM faculty
Search Committee Toolkit
Campus climate of inclusionCommunity partnerships
Non-academic data requested on all applications• First in family• High school with low resources or graduation rates• Foreign language as primary language• Economic disadvantage: poverty index, food stamps• Veteran• Rural
Essay questions on disadvantage/diversity
Interviews • Except for online RNBS and MNE
All Programs
SON Undergraduate Programs
Baccalaureate (3 year)
On-campus
Accelerated Baccalaureate
RN BS Completion
Online
OHSU School of Nursing Campuses
PortlandMonmout
h
Medford Klamath Falls
La Grande
OREGON
Oregon Consortium of Nursing Education (OCNE)
OHSU SON is the university partner
Shared curriculum across 100-300 level coursesSeamless transition for RN BS
On-campus Online
community college partners11
Undergraduate Holistic Admissions Process
Shared academic criteria across all schools within the consortium
Shared academic metrics across all schoolsSchool- specific interview and essay process
School-specific criteria that focus on student experiences and attributes
Academic Metrics
Shared by all OCNE partnersGPA
Completion of anatomy & physiology by application deadline
Additional degrees
Completion of prerequisites by application deadline
Non-Cognitive Factors
Student experiences and attributesHealthcare experience
Pre-nursing at a host campus (for regional campuses)
Completion of microbiology & chemistry
Commitment to social justice
Leadership experience
Experience with diversity or underserved populations
Q: Personal values
Q: Leadership
Q: Transferable skills
Q: Diversity
Q: Ability to tolerate stressful work situations
Q: Motivational fitness
Q: Oral & written communication
Interview and Essay Process
Bring top 20% of applicant seats forward to interview on each campus
Interviews• Faculty orientation (mock interviews;
unconscious bias)• Scoring rubrics• Regional campuses: five 1:1 oral interview
stations • Portland campus: group interviews
Proctored essays
Opportunities to tour campus; meet faculty and students
Individual Interview Process for Undergraduate
Students from OCNE partner schools• Admitted with good standing at community college
Students not from OCNE partner schools• Admitted if meet minimum requirements
(GPA/optional essay)
RNBS Program
Disadvantaged student application and matriculation percentages for all undergraduate programs.Undergraduate matriculation of disadvantaged students has increased over the past four years, with DA students becoming the majority in 2015.
2013 2014
Matriculated
Applied2015
5%
5%
9%
10%
39%
34%
74%
25%
2012
Changes to data collection better capture DA status
Four-year Fall snapshots for URM and disadvantaged students in undergraduate programs. URM percentage increased marginally, while overall percentage of disadvantaged students has risen markedly, indicating a greater diversity among disadvantaged students.
2012-2013 AY
2013-2014 AY
2014-2015 AY
2015-2016 AY
11%17%
52% 55%
11% 13% 14%
Total DA
URM
AY 12-13 AY 14-15AY 13-14 AY 15-16
AY 15-16 Fall snapshot for newly matriculated URM and disadvantaged students in undergraduate programs.
83%
92%87%
64%
85%73%
58%
58%58%
49%
62%54%
30%
43%35%
URMFirst in Family
Educ. DA
Econ. DA
Total DA
BS AshlandBS
MonmouthBS K. FallsBS La
GrandeBS PortlandTotal BS
ABS PortlandABS AshlandTotal ABS
TOTAL UG
Summer and Fall 2010
Summer and Fall 2011
Summer and Fall 2012
Summer and Fall 2013
Summer and Fall 2014
92%
96%
90%
95%
96%
84%
93%
94%
96%
96%
Graduation rates for all students and disadvantaged students by undergraduate cohort.Graduation rates hold steady regardless of disadvantaged status.
All Students Disadvantaged
MN• Health Systems and Organizational Leadership• Nursing Education
Advanced Practice MN/DNP• FNP• PMHNP• Nurse Anesthesia• Adult-Gerontology Acute• PNP Acute/Primary Care
Post-Masters DNP
PhD
Graduate Programs
Rubric for invitation to interview• Writing ability• References• GPA/GRE• Characteristics related to the specialty
• Clinical experience• Research match (PhD)
All applications reviewed• Make sure not missing applicants with unique
qualities
Flexible regarding minimum requirements• Depending on specialty
Graduate Admissions
PMHNP interview screening• Meet the minimum academic requirements• Underrepresented or experience with diversity• Brings unique perspective• Focus
Don’t include GPA/GRE in discussions following the interview
Specific Graduate Program Strategies
Number disadvantaged student applications, admissions, and matriculations for primary care APN programs.Overall graduate program interest among disadvantaged students jumped significantly after strategic changes were made in 2013.
Matriculated
Admitted
Applied
68
68
58
64
51
22
55
51
232013 2014 2015
Strategic changes
76%
77%
72%
66%
49%
56%
48%
52%
56%
Percentages of disadvantaged student applications, admissions, and matriculations for PC APN programs.Despite similar application and admission rates in 2014 and 2015, the lattersaw a marked increase in graduate disadvantaged student matriculation.
2013 2014
Matriculated
Admitted
Applied2015
2013-2014 AY 2014-2015 AY 2015-2016 AY
35%38%
44%
5%10% 13%
Three-year snapshot of URM and disadvantaged student Primary Care APN composition by cohort.The proportions of URM and disadvantaged students within the Primary CareAPN program are both steadily increasing.
URM
Disadvantaged
AY 14-15AY 13-14 AY 15-16
2013
2014
2015
87%
100%
100%
100%
100%
100%
88%
100%
100%
Primary care APN graduation rates for all students, URM students, and disadvantaged students by cohort.Graduation rates hold steady regardless of disadvantage status.
URM Students
Disadvantaged
All Students
PhD matriculation for non-DA students, URM students, and international students by cohort.While matriculation of international students has been consistent, we are starting to see URM students in the PhD program.
URMInternational &
Non-DA Students2011
2012
2013
2014
2015
96
244
111
21
2
4
Developing question bank
Increasing weight for diversity factors
Incorporation into accelerated program admissions on the Ashland campus
Consideration of other factors• Less weight on additional degrees• In-state residency• Veteran status
Next Steps for Undergraduate
Faculty buy-in to holistic admissions
Lack of understanding of disadvantage
Equality vs. Equity
Concern about potential for success of URM students
General Barriers
Strategies to work on• Diversity recruitment and outreach: all programs• Qualified applicants (Oregon Center for Nursing
report)• Faculty development/admissions committees• Once applicants meet criteria (or make the cut),
don’t include academic factors• Consistent review criteria:• SON values • Diversity and/or disadvantage• Potential student contribution to the SON and
nursing • Eliminate GRE for APN programs (or optional)• Provide timely admissions data to program
directors for feedback and improvement
Future Development
WWW.OHSU.EDU/SON [email protected]