Transforming Admissions A Practical Guide to Fostering Student Diversity in Dental Schools American Dental Education Association 1400 K Street NW, Suite 1100 Washington, DC 20005 Phone: 202-289-7201 Fax: 202-289-7204 ACKNOWLEDGMENTS The authors wish to acknowledge the Robert Wood Johnson Foundation (RWJF) for continued support of the ADEA Admissions Committee Workshops (ADEA ACW) and the development of this manual, especially RWJF program officer Ms. Denise Davis. ADEA Executive Director Dr. Richard W. Valachovic and ADEA Associate Executive Director and Director of the ADEA Center for Equity and Diversity Dr. Jeanne C. Sinkford provided leadership and encouragement. Drs. Charles Alexander, Dennis A. Mitchell, and Shelia S. Price provided direction in the development and evaluation of the ADEA ACW. The ADEA ACW facilitators helped shape the current version of the workshop and provided input for this manual: ADEA ACW facilitators:  Dr. Cynthia Beeman, Interim Director of Admissions, University of Kentucky College of Dentistry  Mr. James Betbeze, Director of Admissions, University of California San Francisco School of Dentistry  Dr. Carolyn Booker, Assistant Dean of Student Affairs, Virginia Commonwealth University School of Dentistry  Dr. Lisa Deem, Associate Dean of Admissions and Student Affairs, Temple University, The Maurice H. Kornberg School of Dentistry  Dr. Ernie Lacy, Director of Student Development, Texas A&M Health Science Center- Baylor College of Dentistry  Dr. Naty Lopez, Assistant Dean for Admissions and Diversity, University of Minnesota School of Dentistry  Dr. Venita Sposetti, Assistant Dean for Admissions and Financial Aid, University of Florida College of Dentistry  Dr. Gregory Stoute, Director of Minority Affairs, Boston University Goldman School of Dentistry  Dr. Cornell C. Thomas, Assistant Dean for Admissions and Student Services, Southern Illinois University School of Dentistry This project could not have been completed without the support of ADEA staff, particularly Drake Washington, Project Coordinator, ADEA Division of Educational Pathways. Transforming Admissions: A Practical Guide to Fostering Student Diversity in Dental Schools 3 PREFACE How can we diversify the student bodies of our institutions to promote educational excellence and produce a workforce prepared to serve an increasingly diverse society? Ours is not the first generation to ask this question. Since the legal and judicial civil rights victories of the 1950s and 1960s, professional schools have been among those institutions that, in the words of former U.S. President Lyndon Johnson, strived “to correct the effect of present and past discrimination” on members of minority groups. Their efforts initially met with considerable success, yet over the course of several decades they encountered an equal measure of opposition. st By the end of the 21 century, the first set of educational affirmative action initiatives lay battered and bruised yet partially intact. A series of Supreme Court decisions affirmed the legitimacy of diversity as an educational goal, and set a new, more nuanced course for achieving this objective. The current generation of health professions educators and their supporters has embraced the Court’s guidance. Keenly aware of the health care challenges that lie ahead, they have committed themselves to developing new approaches to promoting diversity that meet the Court’s standards. In 2000, the Robert Wood Johnson Foundation, in collaboration with The California Endowment and the W.K. Kellogg Foundation, initiated the Pipeline, Professions, and Practice: Community- Based Dental Education program. Its complementary goals were to help dental schools improve access to dental care while increasing the enrollment of underrepresented minority (URM) students. Twenty-three schools participated, and over the program’s four years, they saw their URM applicant pool grow by 77% and increased the number of first-year URM student enrollees by 54%. During the same period, the remaining U.S. dental schools saw their URM applicant pool increase even more, by 84%, but they lagged far behind in URM enrollments, raising the number of first-year URM student enrollees by only 16%. This evidence made clear what forward-thinking admissions deans and others had long suspected—increasing the applicant pool was not sufficient for increasing diversity. It appeared that admissions committees themselves were one of the bottlenecks preventing URM students from entering dental schools. Fortunately, the Pipeline program demonstrated that admissions committees that are ready to transform their policies and practices can achieve diversity in their student bodies. With support from the Pipeline program and from ADEA, the Association’s Division of Educational Pathways subsequently developed an admissions committee workshop to disseminate promising admissions practices. Since 2005, nearly half of all U.S. dental schools have hosted the ADEA Admissions Committee Workshop. To ensure the continued dissemination of admissions practices that foster diversity, in May 2009 ADEA trained 10 admissions officers in conducting the workshop. The online version of this guide represents a further attempt to make this information available to all ADEA member institutions and to other health professions schools that are striving for greater diversity. It contains a thorough discussion of diversity and excellence in higher education, concrete suggestions for ways to work with your committee, PowerPoint slides—from the ADEA Admissions Committee Workshop—with illustrative data, and an extensive reference list for further reading. As a web-based resource, we hope its accessibility and adaptability will make it a valuable tool for admissions committees for many years to come. 4 American Dental Education Association TABLE OF CONTENTS ACKNOWLEDGMENTS ............................................................................................................... 3  PREFACE ..................................................................................................................................... 4  INTRODUCTION: HOW TO USE THIS GUIDE ............................................................................ 7  CHAPTER 1: WHAT YOU SHOULD KNOW (BUT MAY NOT) .................................................... 8  Trends in Applications and Enrollment ...................................................................................... 8  What Admissions Committees Are Doing ............................................................................... 11  The Limitations of Cognitive Criteria ....................................................................................... 18  CHAPTER 2: WHY DIVERSITY MATTERS ............................................................................... 20  Better Educational Experience for All Students ...................................................................... 20  Improved Access to Care ........................................................................................................ 21  CODA Predoctoral Accreditation Standards ........................................................................... 25  CHAPTER 3: GETTING STARTED ............................................................................................ 26  Setting Priorities ...................................................................................................................... 26  CHAPTER 4: PROMISING PRACTICES .................................................................................... 28  Adopting Holistic Review......................................................................................................... 28  Why Holistic Review? .......................................................................................................... 28  How To Conduct Holistic Review: A Five-Step Process ...................................................... 29  1. Establish your admission criteria. .......................................................................... 29 2. Conduct whole file review of all applicants ............................................................ 30 3. Assess noncognitive attributes .............................................................................. 31 4. Offer individualized interviews ............................................................................... 34 5. Evaluation and selection ....................................................................................... 35 Reconfiguring the Admissions Committee .............................................................................. 36  Keys to Creating a More Diverse Pool of Candidates ............................................................. 39  Summer Medical and Dental Education Program (SMDEP) ............................................... 40  What Does NOT Work ............................................................................................................ 43  CHAPTER 5. DIVERSITY AND THE LAW ................................................................................. 45  Landmark Decisions ............................................................................................................... 45  Regents of the University of California v. Bakke, 1978 ........................................................ 45  Grutter v. Bollinger et. al., and Gratz and Hamacher v. Bollinger et. al., 2002 .................... 45  Other Decisions ................................................................................................................... 46  Ballot Initiatives ....................................................................................................................... 46  California Proposition 209, 1996 .......................................................................................... 46  Arizona Proposition 107, 2010 ............................................................................................. 47  Transforming Admissions: A Practical Guide to Fostering Student Diversity in Dental Schools 5 Other Initiatives .................................................................................................................... 47  What the Law Allows ............................................................................................................... 48  CHAPTER 6: WHAT CONSTITUTES SUCCESS? .................................................................... 53  Exemplary Schools ................................................................................................................. 53  Concerns About Standards ..................................................................................................... 54  Keys to Success ..................................................................................................................... 55  COMMONLY USED ACRONYMS .............................................................................................. 58  ANNOTATED RESOURCES ...................................................................................................... 59  Access to Care ........................................................................................................................ 59  Diversity Policy ........................................................................................................................ 60  Educational Benefits of Diversity............................................................................................. 62  Holistic Admissions ................................................................................................................. 65  Multiple Mini Interviews (MMIs) ............................................................................................... 66  Legal Issues ............................................................................................................................ 67  Summer and Post Baccalaureate Programs ........................................................................... 69  ADEA Admissions Committee Workshops .............................................................................. 71  6 American Dental Education Association INTRODUCTION: HOW TO USE THIS GUIDE The purpose of this guide is to generate a discussion within your institution about how you might reshape your admissions process to produce a more diverse student body and, in turn, provide a better educational experience for your students.  It provides relevant data about the limitations of traditional admissions practices.  It discusses diversity and excellence in dental education, and the ways in which diversity can benefit your institution.  It describes promising newer practices that are producing more diverse dental school classes.  And it offers concrete tools to help you generate discussion among admissions committee members, other faculty, and administrators about how you might modify your current practices. Chapter 1 provides a national context for the discussion of diversity and admissions practices. Chapter 2 makes the case that increasing diversity in the institutions that prepare health professionals promotes educational excellence, creates a more diverse practitioner community, and increases access to care. Once you have familiarized yourself with this background material, you will be ready to initiate a discussion with your colleagues. Chapter 3 shows you how to engage them in an exploration of what your school is hoping to accomplish with its admissions practices and to set specific priorities that are consonant with the values of your institution. Once your committee has prioritized increasing diversity in admissions, you can view Chapter 4 to find promising practices that are producing results at other institutions. Chapter 5 addresses the concerns that institutions raise about how to implement admissions strategies in ways that are both fair and legal. Finally, Chapter 6 looks at how the makeup of admitted students has changed at dental schools that have embraced the practices outlined in Chapter 4. Throughout this guide, you will find suggestions for generating discussion among admissions committee members and others at your school. In the online version of this guide, you will also find links to PowerPoint slides that you can download for use in these discussions. Finally, in the Resources section, you will find an extensive list of the published literature on this topic. Transforming Admissions: A Practical Guide to Fostering Student Diversity in Dental Schools 7 CHAPTER 1: WHAT YOU SHOULD KNOW (BUT MAY NOT) Presumably the members of your admissions committee have a handle on admissions trends at your institution, but they may lack a good grasp of the climate for dental school admissions generally. It is important that they look beyond your school to understand the context that is helping to shape admissions at your school. Over the last two decades, the number of dental school applicants has more than doubled. They have higher grade point averages (GPAs) and Dental Admission Test (DAT) scores than ever before. These factors make it increasingly difficult for all students to distinguish themselves from the pack, and place additional pressure on underrepresented minority (URM) and low-income (LI) students. Traditional standardized tests have been shown to include cultural biases that have historically resulted in lower average scores for minority test takers. Trends in Applications and Enrollment Despite significant increases in applications from URM students in dentistry, total URM enrollments have risen only slightly. This disparity is all the more pronounced given these trends:  URMs make up an increasing portion of high school graduates. 8 American Dental Education Association  URMs make up an increasing portion of college graduates with bachelor’s degrees awarded in the biological and physical sciences. Getting the conversation started Note that in the last decade, admission to dental school has become increasingly competitive for all students, with about 40% of applicants accepted in 2010. Increases in the number of URM applicants mirror those in the total pool, but there has not been a commensurate increase in their enrollment. Admissions officers tell us that in most cases it is because they are not being admitted or, in many cases, even interviewed. Some admissions committees report a pervasive sense among their members that URM students will not “make it” if admitted. Ask: Have similar concerns been voiced within our committee? Does our limited URM enrollment reflect a lack of focus on diversity? Getting the conversation started Look at slides on the next page. Note how the average entering GPA and DAT scores of dental school enrollees have increased since 2002. Ask: Are we admitting a more qualified student today than we did 30 years ago or even 10 years ago? Note that many people who have become successful practitioners and dental educators would not be admitted to dental programs today at schools that use current numerical cut-offs. Transforming Admissions: A Practical Guide to Fostering Student Diversity in Dental Schools 9 10 American Dental Education Association