Undergraduate Student Access - Cornell University Division of ...

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Cornell subscribes to several of these nine “philosophicalperspectives” as its enrollment process is designedto meet its enrollment goals while enhancing theoverall quality of the students’ educational experience.The university seeks to promote the greater good andfurther the development of society at large, and accessto its programs is granted to those who have excelledacademically and demonstrated service to their communities.The university believes in the view thathigher education is a “great equalizer” and strives toensure that the student body is diverse in many ways.Perfetto, et al. noted further that:Despite what the popular press and various guidebookswould suggest, gaining admissions to college is not equivalentto finding your place on the food chain. If one mustuse a biological metaphor, a more appropriate analogywould be finding your niche in an ecosystem. Differentinstitutions aspire to serve different educational needs, anddifferent students will have their educational needs servedbest by different types of colleges. A particular institution’sdecision of whom and how to admit—its admission modelif you will—must be related to the societal role that itelects to play.Finally, these authors describe the intricacy of theadmissions process.…The “best practice model” for making admissions decisionscan only be derived after a careful review of themission of a particular institution, and only after consideringan institution’s constraints and available resources.Furthermore, a majority of institutions employ severaldifferent decision-making models, either simultaneouslyor sequentially. What at first glance appears to be a simpleprocess is in reality a very complex process, each institutionrepresenting a unique compromise between competingvalues and priorities.Admissions at CornellCornell’s admissions process allows the university tosift systematically through the 25,000-plus applicationsthat are received every year for access, as firsttimefreshmen and transfer students, to its undergraduatedegree programs. As the university enrolls a littleover 3,000 first-time freshmen every year and about600 students who transfer from other institutions,the winnowing process is significant. The admissionsprocess is even more complicated due to Cornell’stradition of allowing each of the seven colleges withundergraduate enrollments a degree of autonomy inestablishing college-specific enrollment goals (such aswomen students in the College of Engineering or studentsfrom farm families in the College of Agricultureand Life Sciences) and an active participation of thosecolleges in recruitment and admissions processes. Yetdespite this complexity Cornell operates with a coordinatedand highly focused admissions process.• Enrollment goals for first-time freshmen students areestablished for each of the seven undergraduatecolleges. (See enrollment management, page 8.)• Currently, applicants apply to a single Cornellcollege † under one of two application options:(a) early decision, where an application is filed byNovember 1st and a decision is made in mid-December, and (b) regular decision, in which theapplication is filed by January 1st and a decision ismade between February and April.• The Early Decision Program (EDP) is designed forapplicants whose first choice is Cornell, and theapplicant, if accepted by the university, is requiredto enter into an agreement to attend, withdrawingall applications that may have been made to otherinstitutions. Between 30 and 40 percent of thefreshman class is admitted under this program,and its applicants have a slightly better chance ofgaining admission as their enthusiasm for Cornellis considered a plus among decision factors. OnceEDP admissions are determined in December theuniversity begins its regular decision process.• While timing varies between the two options theprocess for both is similar:- Applications are received and processed centrallyand then distributed to the specific college towhich the applicant has applied.- In the colleges, applications are reviewed by collegeadmissions staff members, central admissionsstaff members who have been assignedas readers, and (in some colleges) faculty. Mostapplications are read by two individuals; somereceive reviews by four or five faculty/staffmembers.- Studio programs—such as art, architecture, andinterior design—require or recommend apersonal interview to permit a review of the applicant’sportfolio of previous and current work.The School of Hotel Administration employspersonal interviews to gauge student interest inthe hospitality discipline.† See third bullet on page 19 concerning a planned change.13
• For both early and regular decision programs, theadmissions process is need-blind, and the facultyand staff involved do not have access to financialinformation about the applicants. Admissions staffcan nominate applicants for one of three universityrecognition programs: the Cornell PresidentialResearch Scholars Program, The Cornell Tradition,or The Meinig Family Cornell National ScholarsProgram. Applicants from New York State whomeet specific eligibility requirements can also beconsidered for the Education Opportunity Program.These programs provide a variety of additionalsupports for applicants that add to theattractiveness of attending Cornell.• While the criteria for admission vary by college, successfulapplicants generally:- Are dynamic and engaged individuals who willtake full advantage of Cornell’s vast opportunitiesand resources.- Have intellectual potential, strength of character,and a love of learning.- Have achieved academic success as demonstratedby standardized tests, grades received forcourses taken previously, grade point averages,class rankings, and merit recognitions.- Have shown an interest in the academic programoffered by the college for which application ismade. This interest may be identified from oraland written presentations and by activities thatthe applicant has engaged in previously.- Possess special talents and abilities.- Are highly recommended for enrollment atCornell by educational professionals.- Are able to communicate effectively in a varietyof media and situations.- Have a well-rounded approach to life that balancesacademics, extracurricular activities, sports,and civic and community engagement.• In addition to these general qualities (and specificrequirements for certain programs), the universityseeks, through its admissions process, to enhancethe economic, racial/ethnic, and geographic diversityof its student population. The university viewsthe heterogeneity of backgrounds and life experiencesthat accompanies such diversity as essentialto the educational process.• Cornell also gives extra consideration to recruitedathletes, alumni legacies, dependents of universityemployees, and graduates of local high schools.Such “tipping factors” can provide an admissionsedge to otherwise comparable candidates.• Every year, a certain number of qualified applicantsare placed on a waitlist at some point during theapplication process, and a large fraction of thesewaitlisted applicants accept such an assignment.The university then offers admission to a subsetof the waitlist population later in the admissionsprocess. Doing so allows the institution to meet itsenrollment targets for the year without sufferingfrom under- or over-enrollments.Cornell’s admissions process is both objective andsubjective. Every application is carefully and individuallyreviewed. And while standardized test scores suchas the SAT ® and the ACT ® provide useful information,there is no single criterion that determines whetheran applicant will be admitted. Cornell’s admissionsprocess results in a highly qualified class of able andmotivated individuals. Profile statistics of first-timefreshmen in the Class of 2008 include:• The ratio of male to female was 51:49.• The average age was 18; ages ranged from 16 to 22.• The class was geographically varied and racially/ethnicallydiverse. (See graphs on page 16.)• International students, whether living abroad or inthe U.S., accounted for 7.7 percent of the total.• For the half of the class whose high schools rankedstudents, 85 percent were in the top 10 percent.• Sixty-nine percent had verbal SAT ® scores above 650and 83 percent had math SAT ® scores above thatlevel.• Fourteen percent were children of alumni, 6 percentwere recruited athletes, and 1.8 percent were thechildren of university employees.14
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