Counsellor Information Day 2017

Counsellor Information Day 2017
Vancouver, BC [I] would like to begin by acknowledging that the land on which we gather “traditional, ancestral, and unceded territory of the Musqueam people. we are guests on the land and very thankful for this honor.

Vancouver Counselor information day Agenda
Time Agenda 9:00 am – 9:45 am Plenary: A Holistic Approach to Undergraduate Admissions 10:00 am – 10:45 am Breakout Sessions Round 1 10:45 am – 11:45 am Faculty and Information Fair 11:45am – 12:30pm Breakout Sessions Round 2 12:30pm – 1:30pm Lunch 1:30pm – 2:30pm Programs, Awards and Admissions update All have printed agendas for the day in your packages but the slide behind me had a general breakdown for the day – slight change to the schedule in your package and the program and event updates section has been moved to the last session of the day Thank Cathie and Kate Introduce Andrew Arida – not sure he needs an introduction for most of you Contributed to the UBC community for the past 20 plus years and has worked in prospective student recruitment, undergraduate admissions and enrolment management – makes him uniquely qualified for his current role as the Associate Registar and Director of Student Recruitment and Undergraduate Admissions. MA in Higher Education from UBC. His research focused on the effects of different admission criteria on shaping a first-year class. This morning he will share his vision for UBC admissions in the coming years

Admissions 2019 Significant changes for 2019
This is not about changing the course required to gain admission. Requirements are not changing. This is not about making it harder to get or having to do more to get in. At the end of the day… This is about better recognizing the work that your students are already doing … about changing what we value on the student transcript, … about creating greater equity, … about making better admission decisions, where the most qualified students gain admission … and supporting positive learning outcomes in the schools. Now I know some of this is already getting out there: How many of you have seen the Ubyssey article or the Senate document? Sorry – we tried to time it. I appreciate that change causes concern, particularly when the stakes are high. I appreciate that some of your students may be worried. But I want to assure you that we have not put anything in place that should cause your students to have to change their course schedules unnecessarily. We have consulted broadly on this proposal with both secondary school counsellors from around the province and with the Ministry. I know many of you may already have questions, but let me walk you through this thing first to see if your questions get answered in due course. I promise there will be time at the end for questions and if we run out of time, we will make time later in the day. Between myself and Paola, we have been working together with you for the better part of decade so I hope you know that we know that we are in this together and that we want… … to make sure you leave today feeling supported and confident in how you will advise students. This slide deck will get posted and this session is being recorded so that you can revisit online and colleagues who cannot be here today hear things right form the source. And you know how to reach us! These changes have been approved in principle. I will do my best in this presentation to identify what is confirmed and what is not. Over the next few months, our team will work to finalize the nitty gritty details and publish official language on the web for 2019. That being said, one of the fundamental changes in our approach is that we are moving away from a very rule-based approach to a more judgement-based approach. With this in mind, many of the details will become less important. Before I describe to you what we are going to do, I want to start by presenting you with the outcome of this new model. In fact, I’ll do even better than that; I’m going to show you how to make admission decisions in the new admission model. Imagine that you have just been hired as an admission office at UBC. Unfortunately, you have been given no training whatsoever. And the applications are piling up and you are under a deadline. You need to make a fast decision. And to make matters worse, you only have one last seat to fill in the Arts program. There are two applicants…

Scenario for Admission to Bachelor of Arts
Course Grade (%) Student A Student B English 12 85 Pre-Calculus 12 88 Psychology 12 96 Comparative Civilizations 12 91 History 12 87 78 Visual and Performing Arts 12 92 Economics AP 82 Chemistry 12 Biology 12 95 Media Arts 12 90 UBC Personal Profile 12/20

International Baccalaureate course
Scenario for Admission to B.COMmerce / B.Management Student A Student B BC 12 course Grade (%) International Baccalaureate course Grade (pt/%) English 12 90 English HL 6 (90) Pre-Calc 12 Math HL Biology 12 94 Biology SL Economics 12 75 Economics HL French 12 French SL Computer Sci 12 Computer Sci SL UBC Personal Profile 12/20

Scenario for Admission to Bachelor of Science
Course Grade (%) Student A Student B English 12 85 Pre-Calc 12 90 Calculus 12 80 -- Biology 12 88 Biology 11 82 Physics 12 91 Physics 11 78 Chemistry 12 86 Chemistry 11 French 12 98 Visual and Performing Arts 12 Computer Programming 12 UBC Personal Profile 12/20

BC12 Admissions: Current Process
Assessment Content Measurement Academic ability (overall & discipline-specific ) Four Grade 12 courses from a select list (ENG12 or EFP12 + three) Admission Average; minor adjustment for depth & breadth Key courses Gr 12 pre-reqs Course-specific minima Personal profile short answer questions; activity list Personal Profile score

Variation in Competitive Admissions Evaluation
BC AB ON IB US UK China World # of courses used 4 5 6 All 4/8 Approved list? Y N

Program-Specific Ability
Program-Specific Ability vs breadth Program-Specific Ability Breadth Arts English/EFP12 + Three more Gr12s = Four-course average Science Pre-Calc12 a Science 12 One more Gr12 Engineering Chemstry12 Physics12 -- Commerce/Mgmt Two more Gr12s

Calculating an Admission Average, Sciences
Average calculated on Grade Purpose English 12 92% Course: 92% Exam: 73% Program-specific academic ability Pre-Calc 12 91% Biology 12 93% Spanish 12 83% Breadth Chemistry 12 55% Overall average

Calculating an Admission Average, Sciences
Average calculated on Grade Purpose English 12 92% Course: 92% Exam: 73% Program-specific academic ability Pre-Calc 12 91% Biology 12 93% Spanish 12 83% Breadth Chemistry 12 55% Overall average 90%

Current Practice of assessment:
North American Secondary School Applicants Admission Average Mean of 4/5/6 courses Always includes English Mix of core & elective classes Minima imposed on key courses Grade 11 & Grade 12 classes 10 – 16 courses Mix of core & elective classes

Proposed Practice of assessment: All Secondary School Applicants
Overall Average All Gr.11 & Gr.12 courses Core Average All program-related Gr.11 or Gr.12 courses Course-Specific Minima Key Grade 12 courses BUT WE WEIGH THEM DIFFERENTLY

Holistic Admissions: Overview
Assessment Content Measurement Overall academic ability nearly all academic Gr11/12 courses1 Overall Average; qualified by depth, breadth, and relevancy Program-specific aptitude related Grade 11 or Grade 12 course1 Core Average; qualified by depth, breadth, and relevancy Key courses Gr 12 pre-reqs Course-specific minima Personal profile short answer questions; activity list PP score Note 1: All Grade 11 and 12 courses are viable, excluding applied design, skills and technology; physical & health education; career and personal planning.

Principles of Practice
Wherever possible, UBC should be holistic in its approach to the academic assessment of an applicant. Wherever possible, UBC’s admission decision should go beyond school-based assessments of performance (i.e. grades) and also consider the composition of the student’s academic record, recognizing breadth, depth, relevancy, and/or individual context of presented coursework. Wherever possible, the academic assessment should discretely assess a student’s overall academic potential and potential for study in a particular UBC program. Wherever possible, UBC’s admission policies should promote positive learning outcomes in secondary school (such as encouraging students to challenge themselves, pursue their intellectual curiosities, and take risks). This involves evaluating as many courses as possible within the student’s penultimate and ultimate year of secondary school study. as opposed to fostering an environment where strategic decision-making for university admission works against positive learning outcomes.

The Overall Average – DRAFT
Does not vary by program. Approximately 12 – 18 courses, depending upon student courseload; minimum number of Gr 12 courses tbd (current proposal is six). ** Point for debate How to value breadth and depth for students from smaller communities that may not have as many course offerings? By moving away from hard minimum requirements. Students who do not have minimum requirements are reviewed case by case.

BC12 admitted to UBC 2016 by number of GR12 courses and location of secondary school
6,300 BC high school students who were admitted in 2016

Does not vary by program. Approximately 12 – 18 courses, depending upon student courseload; minimum number of Gr 12 courses tbd (current proposal is six). All Grade 11 and 12 courses (excludes applied design, skills and technology; physical & health education; career and personal planning). ** Point for debate How to value breadth and depth for students from smaller communities that may not have as many course offerings? By moving away from hard minimum requirements. Students who do not have minimum requirements are reviewed case by case.

Accounting 11/12 Computer Infor Systems 11/12 Computer Programming 11/12 Digital Communications 11 Digital Media Development 12 E-Commerce 12 Entrepreneurship 11 Financial Accounting 12 Food Studies 11/12 Marketing and Promotion 11 Media Arts 11/12

Does not vary by program. Approximately 12 – 18 courses, depending upon student courseload; minimum number of Gr 12 courses tbd (current proposal is six). All Grade 11 and 12 courses (excludes applied design, skills and technology; physical & health education; career and personal planning). Drop the lowest grade. Limits on visual and performing arts classes: maximum of two Grade 11 and two Grade 12 (four total). Some applicants may receive consideration for: breadth, depth, relevancy, and individual context. ** Point for debate How to value breadth and depth for students from smaller communities that may not have as many course offerings? By moving away from hard minimum requirements. Students who do not have minimum requirements are reviewed case by case.

The Core Average Varies by program.
Approximately 4 – 8 courses, depending upon student courseload; minimum number of courses tbd. ** Point for debate How to value breadth and depth for students from smaller communities that may not have as many course offerings? By moving away from hard minimum requirements. Students who do not have minimum requirements are reviewed case by case. In order to have clear messaging, courses used in the core have to be determined by discipline. For example, Engineering must determine if they want to include Computer Science courses in their core, but cannot include certain comp sci courses and exclude others. This will be too difficult to message. Similarly, certain common sense rules have to apply. A “History of Math” course is more history than math, and would make more sense in the Arts core than the Science core. Even though Foundations of Math is a Math course, it will not be used in the core for programs that require Pre-Cal 12. Arts has to decide whether or not to use Math and Comp Sci courses. These are majors available in the BA program, but may significantly disadvantage BA applicants with no intention of studying in either field.

The Core Average Varies by program.
Approximately 4 – 8 courses, depending upon student courseload; minimum number of courses tbd. All Grade 11 and 12 courses in subjects related to the intended area of study at UBC (excludes applied design, skills and technology; physical & health education; career and personal planning). Always includes English 12 (2019: no change; 2020: literacy assessment required at point of admission). If a course is presented at Gr11 and Gr12 level, use highest level only. Some applicants may receive consideration for: breadth, depth, relevancy, and individual context. ** Point for debate How to value breadth and depth for students from smaller communities that may not have as many course offerings? By moving away from hard minimum requirements. Students who do not have minimum requirements are reviewed case by case. In order to have clear messaging, courses used in the core have to be determined by discipline. For example, Engineering must determine if they want to include Computer Science courses in their core, but cannot include certain comp sci courses and exclude others. This will be too difficult to message. Similarly, certain common sense rules have to apply. A “History of Math” course is more history than math, and would make more sense in the Arts core than the Science core. Even though Foundations of Math is a Math course, it will not be used in the core for programs that require Pre-Cal 12. Arts has to decide whether or not to use Math and Comp Sci courses. These are majors available in the BA program, but may significantly disadvantage BA applicants with no intention of studying in either field.

Program-Specific Core Average
DRAFT Secondary School Course Categories Overall Average Program-Specific Core Average BA BMS BSC BASC L&FS Forestry BCOM BIE BKIN BSN BFA BMUS English Language Arts  Sciences Life Sciences Mathematics & Computation Quantitative Analysis Visual & Performing Arts Second Languages Social Studies 

 Selecting the incoming class 3  out of 4 Admit Waitlist Refuse
80% of admit decisions 20% of admit decisions Has min. number of core / overall courses?  ❌ Meets cut-off for: Overall Average 3  out of 4 Core Avg Course-minima Personal Profile Decision to Admit: Automatic ▲ Consideration ▼ Admit Waitlist Refuse

What problems are we trying to Solve?
What benefits are we trying to realize? Modernize; Align with new BC Ministry Grad Program Equity and alignment with other Canadian jurisdictions Equity and alignment among all applicant groups Better recognizes positive learning outcomes beyond achieving high grades and strategizing for post-secondary admission Partial mitigation of admission average inflation Ensure relevant courses are always considered Minimize the impact of courses that are poor predictors of success Increase/Maintain the predictive ability of the admission decision Allows for greater consideration of humanities, social sciences, visual and performing arts courses Eliminates the need for “an approved list of courses” Can 12 19% BC12 40% World 12 41%

Key Messages to students
Pre-requisites and requirements are not changing. You do not have to take different/more courses than currently required. You should take courses in secondary school that are related to what you want to study at UBC. Doing so will increase your chances of admission. UBC will look at your grades in nearly ALL your academic Gr.11 and Gr.12 courses. When we look at your overall grades, we will drop your lowest Gr.11 or Gr.12 course; so it is safe to experiment. We will pay particular attention to courses related to what you want to study at UBC. If you have the course at both the Gr.11 and Gr.12 level, more emphasis will be placed on the Gr.12 grade. Be aware that having the highest grades is not the only way to get in – challenging yourself by taking more courses or more rigorous courses can also be beneficial.

Course Grade (%) Student A Student B English 12 85 Pre-Calculus 12 88 Psychology 12 96 Comparative Civilizations 12 91 History 12 87 78 Visual and Performing Arts 12 92 Economics AP 82 Chemistry 12 Biology 12 95 Media Arts 12 90 UBC Personal Profile 12/20

Course Grade (%) Student A Student B English 12 85 Pre-Calculus 12 88 Psychology 12 96 Comparative Civilizations 12 91 History 12 87 78 Visual and Performing Arts 12 92 Economics AP 82 (88) Chemistry 12 82 Biology 12 95 Media Arts 12 90 Current Admit Avg UBC Personal Profile 12/20

Student A Student B Courses Overall (%) Core (%) English 12 85 Pre-Calc 12 88 Psychology 12 96 Comparative Civilizations 12 91 History 12 87 drop lowest 78 Visual & Performing Arts 12 92 Economics AP 82 (88) Chemistry 12 Biology 12 95 Media Arts 12 90 New Admit Avg 89.0 89.6 84.0 Add’l Consideration: Breadth? Y Add’l Consideration: Depth? Add’l Consideration: Relevancy? ways that innovative technologies reflect the complexity of social, environmental, and ethical concerns of the 21st century ways in which content and form influence and are influenced by historical, social, and cultural contexts Principles: Be holistic: this looks at nearly everything the student has done. Separate the assessment of the overall student and potential for the intended area of study. Encourage experimentation Recognize breadth Recognize depth Recognize relevancy

Scenario for Admission to B.COMmerce / B.Management Student A Student B BC 12 course Grade (%) International Baccalaureate course Grade (pt/%) English 12 90 English HL 6 (90) Pre-Calc 12 Math HL Biology 12 94 Biology SL Economics 12 75 Economics HL French 12 French SL Computer Sci 12 Computer Sci SL UBC Personal Profile 12/20

Scenario for Admission to B.COMmerce / B.Management Student A Student B BC 12 course Grade (%) International Baccalaureate course Grade (pt/%) English 12 90 English HL 6 (90) Pre-Calc 12 Math HL Biology 12 94 Biology SL Economics 12 75 Economics HL French 12 French SL Computer Sci 12 Computer Sci SL Current Avg 91 UBC Personal Profile 12/20

Scenario for Admission to BCOMmerce / BManagement Student A Student B BC 12 course Grade (%) International Baccalaureate course Grade (pt/%) English 12 90 English HL 6 (90) Pre-Calc 12 Math HL Biology 12 94 Biology SL Economics 12 75 Economics HL French 12 French SL Computer Sci 12 Computer Sci SL New Overall 87.8 New Core 82.5 UBC Personal Profile 12/20

Course Grade (%) Student A Student B English 12 85 Pre-Calc 12 90 Calculus 12 80 -- Biology 12 88 Biology 11 82 Physics 12 91 Physics 11 78 Chemistry 12 86 Chemistry 11 French 12 98 Visual and Performing Arts 12 Computer Programming 12 UBC Personal Profile 12/20

Course Grade (%) Student A Student B English 12 85 Pre-Calc 12 90 Calculus 12 80 -- Biology 12 88 Biology 11 82 Physics 12 91 Physics 11 78 Chemistry 12 86 Chemistry 11 French 12 98 Visual and Performing Arts 12 Computer Programming 12 Current Admit Avg 89.0 90.3 UBC Personal Profile 12/20 B is getting in based primarily upon the strength of French 12. But A is stronger in the Sciences.

Student A Student B Courses Overall (%) Core (%) English 12 85 Pre-Calc 12 90 Calculus 12 80 -- Biology 12 88 Biology 11 use Gr.12 82 Physics 12 91 Physics 11 drop lowest 78 Chemistry 12 86 Chemistry 11 French 12 98 Visual and Performing Arts 12 Computer Programming 12 New Admit Avg 86.9 87.7 86.1 85.4 Add’l Consideration: Breadth Y Add’l Consideration: Depth Add’l Consideration: Relevancy Both have the same scores in English and Pre-Calc. Both have 3 sciences to Gr 11 level and 2 sciences to the Gr 12 level But A has greater consistency. The highest level completed Bio 12, Physics 12, and Chem 11 are all consistently high B‘s science grades are not as high. Both students did not do as well in Physics 11 as in their other sciences. A kept going and took Physics 12. B stopped at Physics 11. This will likely be a problem in first year because al Science students take first year Physics. Add’l Consideration: breadth. They both get it. They both took a lot of classes. Add’l Consideration: Depth. Student A has Calc. Add’l Consideration: relevancy: Student A has Computer Programming

Questions & Comments? Andrew Arida, Director, Undergraduate Admission & Student Recruitment or Note: slide deck available on you.ubc.ca counsellor events page by wk of Nov 13 I’ll be here during the fair

Counsellor Information Day 2017

Similar presentations

Presentation on theme: "Counsellor Information Day 2017"— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

Counsellor Information Day 2017

Similar presentations

Presentation on theme: "Counsellor Information Day 2017"— Presentation transcript:

Similar presentations

About project

Feedback