Art & Science Group D REW U NIVERSITY C OMMUNITY P RESENTATION - - PDF document

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• f Drew University without the permission of both Drew and Art & Science Group.

1 DREW UNIVERSITY COMMUNITY PRESENTATION December 13, 2017 INQUIRERS AND ADMITTED APPLICANTS RESEARCH LEGEND  INQ = Inquirers  NAI = Non-Applicant Inquirers  APP = Applicant Inquirers  AA = Admitted Applicants  A-D = Admit-Declines  MAT = Matriculants  Please note asterisks (*) and lower case letters (a, b, c, etc.) indicate statistically significant differences at the 95% confidence level FULL-TEXT OF INDIVIDUAL ATTRIBUTES  Small: Has a small undergraduate population  Internships/career development: Provides excellent internships and other career-development

• pportunities

 Placement: Has an excellent record of placing graduates in good jobs and careers and top graduate and professional schools  Extracurricular opportunities: Students take advantage of extensive opportunities to participate in

• rganizations, athletics, the arts, community service, and other extracurricular activities

 Attractive campus: Has an attractive campus  In or near city: Is in or near a city with lots for students to do  Warm & welcoming: Is an unusually warm and welcoming campus community  Strong academics: Is extraordinarily strong academically  Study abroad: Has extensive opportunities for international education and an excellent study abroad program  Social life: Has an active and vibrant campus social life  State-of-the-art: Has state-of-the-art technology and facilities  Affordable: Is affordable for you, taking into account the cost of attendance and financial aid or scholarships, if appropriate  Diversity: Has a racially, ethnically, and socio-economically diverse student body  Highly ranked: Is highly ranked in US News & World Report and similar publications DESCRIPTIONS OF SIMULATED DECISION MODELING (SDM) INITIATIVES TESTED ACADEMIC FOCUS  Life of the mind: This school places the highest value and emphasis on liberal arts education and intellectual development. Courses and majors emphasize study in the humanities, sciences, and arts with a focus on the development of intellectual and analytical skills. Some programs outside the traditional liberal arts disciplines are offered, but this is the exception rather than the rule.

Art & Science Group

Confidential: This document and its contents are not to be revealed to individuals or organizations outside

• f Drew University without the permission of both Drew and Art & Science Group.

2  Pragmatic liberal arts: This school attracts students who want to focus on their intellectual development, but also want to spend a significant part of their time focusing on areas that are directly related to their career interests. All students choose both a major and a minor or choose to double major, and most make those choices by selecting a “passion” field of study (a subject they are passionate about) and a “professional” field of study (a subject that has direct practical value for the student’s career and professional development). For example, a biology major might decide to minor in healthcare administration, or a business major might decide to pursue a minor in art history.  Professional + liberal arts: While the curriculum at this school is built on a strong foundation in the liberal arts, the educational experience is largely focused on the development of professional competencies and technical skills. Most students choose one of the many career-oriented majors that are offered, such as business, health sciences, communications, and technology, and the academic focus is on preparing students particularly well for the professional world when they graduate.  Mostly professional: While this school may offer some programs in the liberal arts, nearly all students are enrolled in pre-professional majors and minors, such as business, health sciences, communications, technology, or engineering (not shown for Drew). LEARNING ENVIRONMENT  Small classes with mentoring focus: Students and faculty choose this school because they want to be in an exciting learning environment in which close faculty-student interaction is a primary focus and mode of learning. Courses at all levels and in all subjects are taught in small groups of no more than 20 students, whether in classrooms, labs, studios, or elsewhere on or off campus. Faculty are passionate about helping students learn and grow, both in and outside of the classroom and in formal and informal interactions. This allows close collaborative mentoring relationships to develop between faculty and students and between students and their peers.  Traditional with mentoring focus: At this school, the campus atmosphere is infused with passion and excitement for teaching and learning. Faculty choose to teach at this school because they are dedicated to helping students learn and grow, both in and outside of the classroom and in formal and informal interactions. Introductory courses tend to be larger, with some offering smaller class, lab, or studio sections that meet separately. Higher-level classes are often smaller.  Traditional: At this school, faculty are inspired by the material they teach and the opportunity to share it with students, and students enjoy engaging with faculty and the subjects they learn, primarily in the classroom, but also outside of the classroom. Introductory courses tend to be larger, with some offering smaller class, lab, or studio sections that meet separately; higher-level classes are often smaller. POST-COLLEGE PLANNING  Universal and integrated: Attention to post-college aspirations is integrated throughout a student’s experience at this college. Starting in their first year, students work with teams of faculty, career counselors, and/or mentors on an individualized, structured, four-year exploration of their interests and talents, thinking deeply about how those interests might relate to careers and potential areas

• f study. All students, whether they already have a career path in mind or are searching for one,

explore different options and participate in internships, independent research or research with

Art & Science Group

Confidential: This document and its contents are not to be revealed to individuals or organizations outside

• f Drew University without the permission of both Drew and Art & Science Group.

3 faculty, co-curricular activities, and other experiences designed to help prepare them for success after graduation. Along with a traditional academic transcript, each student graduates with a co- curricular transcript describing workshops, certifications, leadership roles, or other co-curricular activities they have been involved in during college. Networks of fellow students, faculty, advisors, and alumni support students throughout their career-development journey, while in college and after graduation.  Separate: Attention to post-college aspirations is separate from the academic experience at this

• college. The school’s career services office provides many resources students can opt to use as they

seek to explore and pursue career and graduate-school opportunities. These resources include one-

• n-one advising, workshops, and help finding internships and jobs. Many students also use the

school’s network of alumni who serve as resources for career guidance, internships, and job

• penings. Students have academic advisors, but academic advising is typically handled separately.

APPROACH TO HANDS-ON LEARNING  Universal with practitioners: At this school, hands-on work with current and retired professionals is part of every student’s college experience. The school has a rich network of practitioners with a wide range of expertise, including CEOs of business and nonprofits, scientists, scholars, artists, and social activists who are passionate about interacting with students through hands-on collaboration. Students are placed into small groups based upon their major or interests and work extensively with these practitioners on special projects, assignments, research and other activities. As a result, students gain experience, develop critical skills and professional competencies, build close relationships with these practitioners, and have an inside track for internship and job placement.  Universal: At this college, hands-on learning is at the center of the student experience. Students participate in projects that might range from a few weeks in Italy studying architecture, spending time in the community registering voters for a political science class, conducting genetic research independently or with faculty, participating in service projects, or completing an internship in

• broadcasting. All students complete several individual or group projects, many of which involve

faculty as well as other students. As a result, all students apply their classroom knowledge and interests to real-world issues before graduating, gaining an understanding of what they might like to do after college and providing them with experiences that contribute to competitive job and graduate school applications.  Typical: While classes and coursework are the primary forms of learning and intellectual engagement at this school, some students choose to apply their knowledge and skills to real world experiences by completing internships, conducting research independently or with faculty, or participating in service projects in the surrounding community or abroad. Some classes include hands-on components or travel off campus. INTERACTION WITH NEARBY CITY  Located directly in a big city: This school is located directly in a big city. Many students live on campus in student housing or live off campus in nearby apartments. Nearly all students take advantage of the recreational, academic and cultural opportunities the city offers (not shown for Drew).  Semester in the city for all: Every student at this school spends at least one semester living in the school’s dormitory in the major city close to the school’s campus. Students take classes, interact

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4 with professors and other students, and spend time enjoying all the social and cultural

• pportunities the city has to offer. Many students choose to participate in an internship, work

experience, or other hands-on learning opportunity during their semester(s) living in the city.  Experiences in the city for all: This school takes advantage of its proximity to a major city by

• ffering many courses that involve students commuting into the city 1-2 days per week. Students

spend those days having experiences that complement course material and class discussions. For example, art history students explore art exhibits and museums, political science students discuss policy with politicians, and business majors interact with finance professionals. All students take at least one semester of such a class and many take more than one. Some courses are specific to certain majors and some require students to apply to be accepted, but many are open to all students.  Opportunities in the city: Some students at this school choose to take advantage of the school’s proximity to the major city nearby and the recreational, academic and cultural opportunities it

• ffers. Some courses involve learning experiences in the city, but social and academic life revolves

primarily around the campus itself.  Not near a big city: This school is not near a city with a population of 2 million or above (not shown for Drew). SOCIAL ENVIRONMENT  Community traditions: This school is steeped in traditions that bring students and alumni together across campus in especially powerful ways. To a large extent, these traditions are expressed through long-standing events, activities and successful athletic programs. Students here form close circles of friends around common interests within a united community. Throughout the week and weekends, the campus is a lively place, with activities and events taking place everywhere you turn.  Find your niche: This school is known for the wide range of interests and attitudes embraced by its students and the diversity of its social and extracurricular activities. Students find their niche and form close circles of friends around common interests, creating a community of “micro- communities”. There are many different clubs, organizations, athletics and activities available for students during the week and on weekends, offering many ways for students to explore and express their interests and passions. Students in different groups frequently show an interest in and attend events held by other groups.  Weekends away: Students at this campus attend classes and are involved in different activities during the week, including clubs, organizations, and athletics. While some students choose to remain on campus on the weekends, many others go home, work off campus, or visit friends at

• ther colleges and universities in the area.