ethanporcaro/eric-fulltext-meta huggingface dataset:
Recruitment Practices Change, but Issues Remain the Same
Author: Hugo, Esther
Date: 2012-00-00
Type: Journal Articles
Subjects: College Admission,Ethics,Student Recruitment,Enrollment Management,Educational Practices,Performance Factors,Best Practices,Educational Development

What the author found most surprising about Richard Haines' survey on 1974 recruitment practices was that the major issues are still relevant. His main points about recruitment, college and counselor interaction, and the need for better information still resonate as the profession consistently calls for clarity and transparency in the college admission process. The recruitment questions of "Does it work?" and "Does it matter?" posed 37 years ago still resound, as recruitment professionals constantly strive to meet institutional expectations and priorities while performing a meaningful service to students and families. These constant pressures, and the need to allow professional ethics to guide one's actions, have led to the complete overhaul of the Statement of Principles of Good Practice (SPGP). While the SPGP has dramatically changed, the need for ethics has not. The spirited discussions between high schools and colleges are a practice that remains as compelling and energizing in 1974 as it does in 2012. Indeed, the nature of that discussion defines NACAC's distinction as the network of professionals to best serve students and families.
Marketing Higher Education: The Survival Value of Integrity
Author: Silber, John R.
Date: 2012-00-00
Type: Journal Articles
Subjects: Higher Education,Ethics,Integrity,Enrollment Management,Values,Institutional Advancement,Postsecondary Education,Administrator Role,Admissions Officers,Open Enrollment,Educational Change,Change Strategies,College Admission,Educational Development

Academics are all used to the idea that they have special ethical obligations. They may also, as administrators, recognize special administrative ethical obligations. But they do not like to think of themselves as businessmen, concerned with selling, and few of them indeed have thought directly and hard about the ethical constraints on marketing in higher education; that is, about marketing ethics. In this article, the author wants to discuss a series of ethical problems in marketing higher education that are less obvious but no less real and perhaps more compelling. The author believes that the reputation of higher education, damaged as it is by the turmoil of the past decade, the erosion of standards, and the rise of a faculty unionism that places the teaching of classes about third--behind economic self-interest and personal self dramatization--is based precisely on the assumption that academics maintain high standards and maintain principles even when it may be inconvenient to do so. If teachers and administrators abandon the principles of academic integrity--without a public declaration announcing the fact--they shall be engaging in a very serious piece of marketing fraud. They shall certainly be found out at length, and they may expect that retribution will follow, partially in the form of boycott and partially in the form of control. Both are in the air even now: they have had their warning.
The Business of Education
Author: Barron, Michael
Date: 2012-00-00
Type: Journal Articles
Subjects: Ethics,Integrity,College Admission,Reader Response,Enrollment Management,Admission Criteria,Performance Factors,Educational Practices

This article is a response to John Silber's article, "Marketing Higher Education: The Survival Value of Integrity." Silber speaks to the very heart of the academy about its integrity and ethics, and does so in timeless fashion through the decades to the current era. In his introduction, he characterizes the "business of education" as inevitable and necessary in spite of how the academy decries terms, such as "sales" and "marketing." Using the vehicle of the admission office, Silber tackles everything from privilege to open admission and gives more than a little ink to the consequences of offering admission to "those who are almost certain to end in utter failure." He warns of the "cultural drift of the age" wherein higher education was being renamed as "postsecondary" education: an era marked by what he saw as the watering down of the curriculum in some of America's best and most emulated universities. Perhaps the issues and rancor surrounding the rankings publications of this age are symptomatic of the "cultural drift" Silber decries. Silber had strong opinions about the issues of his day, surrounding what he saw as the erosion of standards in the curriculum, the oversimplification of admission standards without understanding the importance of true preparation for higher education, and the rise of economic self-interest in both institutions and faculty. Perhaps one should hark back to Silber's advice in what some might see as an unusual spate of optimism from this outspoken critic of and advocate for higher education. If academics maintain their integrity, they shall have grounds for optimism that they will weather the storms of criticism and the fierceness of scrutiny that seem to define this age.
The Future Is Now for Renewed Commitment
Author: Campolo, Anthony
Date: 2012-00-00
Type: Journal Articles
Subjects: Unions,Teaching (Occupation),Higher Education,Teachers,College Admission,School Counselors,Counselors

The young people who are coming into school are not lacking in intelligence, are not lacking in intellectual capability, but are lacking in the capability of paying attention, and the capability of reading. And to a large degree, they are inadequately taught because in many instances they are taught by teachers who themselves leave much to be desired. Undoubtedly, somebody from the teaching profession is going to say, &quot;What a terrible way to talk! There are a lot of very good teachers out there who are dedicated and committed to teaching, and are par excellence.&quot; And the author says, &quot;Hurray!&quot; But he wants to add that he thinks they are the problem to a large degree. It seems to him that the good teachers ought to be invading the professional organizations and making sure those professional organizations do not become agencies that protect incompetence. When he looks at the Teachers Unions of the United States, the author sees union after union that is protecting incompetent teachers. He doesn't think tenure should protect some people who shouldn't be protected. There's another thing. This is an age in which commitment has died. The author happens to be one who believes in commitment to a large degree and he worries about a society that is devoid of commitment. It is about time that admissions counselors challenge their faculty. The real challenge of the teaching profession is not to take a kid with an IQ of 150 and a College Board score and verbal of 750 and tell him that he can be a genius. The challenge is taking a student with 450 College Boards and making him believe that he can be a scholar, that he can be a first-rate student, and that he can achieve and be somebody. These are challenging days requiring a new kind of education relevant to the needs of these pressing years, and requiring a new kind of educator who is willing to accept the challenge of average students who want to do great things. This is a period when people have to be taught to love beyond the level of romanticism and understand the nature of commitment to higher values, to lofty goals from whence comes identity, purpose, and meaning. It is almost too great a task, but unfortunately it is a task that no one can avoid.
Response to "The Future Is Now for Renewed Commitment"
Author: Campolo, Tony
Date: 2012-00-00
Type: Journal Articles
Subjects: College Admission,Altruism,Service Learning,Young Adults,Higher Education,College Instruction,Counselors,School Counselors

Decades have passed since the author wrote "The Future is Now for Renewed Commitment" for the 1981 for the "National ACAC Journal." Back then, prospective students were sure that a college education was a ticket to social and economic success. Today that certainty is greatly diminished and many young people are asking whether or not a college education is a good investment of time and money. The author senses a hunger among young people for a politics of hope and a growing desire to make their lives count for something good in the world. Teaching at an Evangelical school, the author senses that there are more and more students who are questioning the goals prescribed by a consumeristic culture and aspiring to careers that are marked by altruism. As he visits secular campuses, he finds the same kind of altruistic enthusiasm. Students are spending spring breaks in community service projects, such as building houses for the poor with Habitat for Humanity. This growing commitment to service has become so noticeable that many college admission counselors are learning that recruiting students by telling them about their school's involvement in community service programs is a must. These developments should be inspiring for educators to make teaching more than just vocational training to enable students to get the credentials for climbing the ladder of socioeconomic success. Their mission--should they choose to accept it--is to define for a new generation that hungers for meaning how education can enable them to do with their lives that which provides lasting significance.
Minority Access to Higher Education
Author: Jackson, Nathaniel
Date: 2012-00-00
Type: Journal Articles
Subjects: Higher Education,Minority Group Students,Access to Education,Educational Objectives,Outreach Programs,Educational Change,Change Strategies,Achievement Gap,Enrollment Management,Demography,Performance Factors

Blacks, Hispanics, Native Americans, and Asian Americans are entitled to equal access to all institutions of higher education. Ensuring greater access and participation by minorities in higher education is one of the most practical ways of moving America closer to the ideal of equal opportunity, which is the actualization of the American dream. American higher education can play a more active role in making this ideal a reality. Now is the time for all institutions of higher learning to prepare, implement, and improve plans to more effectively educate, and not simply school, increasing numbers of minority students. As the gatekeepers of American higher education, the members of NACAC are ideally positioned to help meet the challenge related to achieving equity with excellence. As individuals, NACAC members control recruitment and exercise influence on retention and graduation of minority students. Both individually and collectively, members can strengthen their roles in these areas by establishing and supporting strategies that have proven to be effective and to enhance academic quality for minority students. To meet this challenge, four objectives must be reached. First, it is essential that college admission counselors improve their lines of communication with high school students, parents, counselors, and teachers. A second objective that must be met if institutions are to produce more minority college graduates is that admission standards must be broadened. The third objective that must be met to improve minority participation in higher education relates to testing. Finally, the minority communities must accept responsibility for ensuring that more students are taught the discipline and self-sacrifice that is instrumental in achieving personal success.
Higher Education for the Public Good
Author: Perez, Angel B.
Date: 2012-00-00
Type: Journal Articles
Subjects: Minority Groups,Leadership,Minority Group Students,True Scores,Higher Education,Colleges,Student Financial Aid,Enrollment,College Admission

In his 1988 article, Nathaniel Jackson inspired NACAC with four objectives to meet the challenge of leading the charge in minority students access. In this article, the author discusses three more that he believes will challenge colleges in the decades ahead: (1) Focus on the Public Good; (2) Honor Transparency; and (3) Measure Collective Success. To cultivate an educated nation inclusive of the talents of all its members, it is important to guarantee access and opportunity for underrepresented populations. Those in enrollment and leadership positions today must remember that the true measure of their professional success will not be how they enroll an individual class, but how they shape a future generation.
Educational Consulting: A Focus for the Profession
Author: Antonoff, Steven R.
Date: 2012-00-00
Type: Journal Articles
Subjects: College Admission,Consultants,Role Perception,Consultation Programs,Partnerships in Education,Educational Counseling,Educational Practices,Reflection,Professional Identity

The role of the educational consultant in the college admission scene warrants discussion and analysis. Although several recent national and local ACAC meetings have included discussions of the role's parameters, the writing in professional journals is quite limited. Boothroyd, Chapman, and Kaufman (1987) presented the results of a survey about consultants, and recently Tyson (1988) provided observations about the consultant intertwined with thoughts about a single-application system. The popular press, in contrast, has covered the field with some regularity. In the context of expanding the professional dialogue, the author decided to write this article. He includes some personal reflections and general perceptions about educational consulting which may present the field in a different light.
Educational Consulting: Justification to Partnership
Author: Sklarow, Mark H.
Date: 2012-00-00
Type: Journal Articles
Subjects: College Bound Students,College Admission,Motivation,Consultants,Leadership,Ethics,Partnerships in Education,Higher Education,Counselors,School Counselors

This paper is a response to Steven R. Antonoff's article, "Educational Consulting: A Focus for the Profession." More than 20 years ago, when this article first appeared in "The Journal of College Admission," "for profit counselors" (as they were then called by NACAC) were not welcome partners. It was acceptable practice to publicly denigrate the motivation, training and ethics of such independent practitioners publicly at conferences, and deny them the ability to hold leadership positions in many regional associations for college admission counseling (ACACs). In that context, Antonoff's 1989 article was a genuine breakthrough, as NACAC's decision to publish the piece provided a first bit of legitimacy to the new profession. Reading the article, it is clear that Antonoff understood the importance of his writing and spoke directly to the question of legitimacy. He felt the need, for example, to explain his motivation for entering the field. He stated outright that he did not seek to undermine the work of school-based counselors, even writing that he decried "scapegoating and name calling." The balance of the article was dedicated to further justification: describing his role, denying accusations that independent educational consultants (IECs) were "packaging" students, and combating the perception that independent educational consultants were making a killing while those employed by schools questioned why anyone deserved to "be paid--for what they did for free." Today, IECs are more fully integrated into the college advising process. In recent years, IECs have headed many regional ACACs and it is now typical to find them on NACAC boards, committees and task forces. Today, independent educational consultants are developing unique specialties that make them increasingly vital to students, families and schools. In just 20 short years, the practice of independent educational consulting has moved from one of requisite justification to full partnership. Students are the beneficiaries of that change, and great college matches are the result.
Beyond the Folklore: A Strategy for Identifying Quality Undergraduate Colleges
Author: Conrad, Clinton F.
Date: 2012-00-00
Type: Journal Articles
Subjects: College Admission,Educational Quality,Folk Culture,School Counselors,Higher Education,Counselors,College Students,College Faculty,Scores,Standardized Tests,Standards

College and university quality--what it is and how to identify it--is a preoccupation of many prospective college students and their parents, high school counselors, and college admission personnel. Regardless of class, race, and gender, it is no longer enough for a growing number of individuals simply to attend college: matriculating at an institution of unmistakable quality is the over arching concern. In response to this concern, and in the absence of more concrete indicators, a body of folklore or conventional wisdom has evolved about how to identify "quality" colleges. This folklore has been shaped by many sources: the lay public, the media, counselors and college admission personnel, college and university faculty, and leading graduate schools. The folklore about institutional quality has assuaged the need for understanding in the absence of more authoritative information. Yet, a growing body of scholarship and research on college quality, much of it published in the past 10 years, raises some serious questions about the adequacy of conventional wisdom. Drawing upon this literature, the aim of this article is to examine the folklore, reveal some of its limitations, and suggest a framework for assessing college quality that may help counselors, students, and parents make more informed explorations of prospective colleges and universities.
Folklore and the College Selection Process Revisited
Author: Caruso, Pete
Date: 2012-00-00
Type: Journal Articles
Subjects: College Choice,Folk Culture,Best Practices,Higher Education,School Counselors,Workshops,Colleges,Universities

This paper is a response to Clinton F. Conrad's article, "Beyond the Folklore." Conrad's strategy for assessing undergraduate quality echoes the sentiments espoused by many admission and college counseling professionals over the years at various workshops for students and families that focus on navigating the process. As transcendent as the components of the strategy are, in today's complex admission landscape, they are tested by a number of external factors that emerged since that time. As the author began to think about Conrad's piece, he remembers one morning this past summer when they welcomed scores of visitors for their information sessions and campus tours. The majority of those students were rising seniors, many of whom had started their college search in earnest several months before in the winter of their junior year. While these families may have acquired a working knowledge of the college selection process during that period based upon their visits and prior connections and meetings with counselors, how many of them took the time to engage in such a methodical approach that Conrad suggests? Or, do they continue to rely on folklore, prestige, reputation, rankings, etc.? The past two years, the author had the privilege of chairing the NACAC/"U.S. News & World Report" Ad Hoc Committee. They specifically engaged with members of "U.S. News & World Report" on issues of methodology, the rankings' influence on families and the effects on best practices among colleges and universities. Part of the recommendations highlighted focusing methodology on more value-added, personalized weights centered around outcomes and student satisfaction and engagement. This approach could be applied according to Conrad's strategy for assessing undergraduate quality. However, one omission is the lack of consideration on the transcendent issue of access to need- and merit-based funding. Certainly since 1989, the rising costs of higher education may have been reflected in a more recent version of Conrad's strategy.
Surviving the War: A College Counselor's Journal
Author: Clinton, Philip L.
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Counselors,Higher Education,Colleges,College Faculty,College Admission,College Instruction

This article presents excerpts of the author's journal that recounts his experiences and the events about surviving the war in Egypt from 1990-1991. The article begins with the August 13th entry in the journal of the year 1990.
Surviving the War--And the Peace
Author: Thompson, Doug
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Counselors,Educational Counseling,Social Influences,Political Influences,International Schools,Educational Practices,Performance Factors

This article presents the author's response to &quot;Surviving the War: A College Counselor's Journal&quot; by Philip Clinton. He argues that Clinton's engrossing account of the 1990-91 school year at Cairo American College (CAC) gives individuals wonderful insights into the unusual challenges occasionally encountered by an international counselor. The year did not start well. Saddam Hussein and Iraq had invaded Kuwait, an American ally, and the US was weighing its options, both politically and militarily. Clinton returned to CAC to greet a group of seniors almost twice as big as the previous year, a situation not unusual at an international school where enrollment can fluctuate sharply as companies and governments change their policies. However, Cairo is a long way from Bagdad, as Clinton reminded prospective college visitors worried about venturing into the Middle East at such a volatile time. The first big change at CAC involved admitting students fleeing from schools in Kuwait, Saudi Arabia, and the UAE, including 11 seniors, some of who had no school records with them. Clinton worried about these kids and how he could help them find colleges, even as they worried about their homes and parents. CAC agreed that admitting these students was the right thing to do. Over the years, guidance counselors in the US have asked the author about international jobs, usually operating on the assumption that such a job would be an easy way to wind down a counseling career. Clinton's article demonstrates exactly why this is not always the case.
The Reality, Direction, and Future of Computerized Publications
Author: Levenstein, Nicholas
Date: 2012-00-00
Type: Journal Articles
Subjects: College Bound Students,Feedback (Response),Computers,Higher Education,Universities,Computer Uses in Education,Computer Software

Sharing information in digital form by using a computer is a growing phenomenon. Many universities are making their applications available on computer. More than one hundred and thirty-six universities have developed computerized applications on their own or through a commercial vendor. Universities developed computerized applications in order to provide better services to applicants, to beat their competition, and to save money. The savings from not having to employ clerical workers to input data have been substantial. More importantly, applicants love computerized applications. The feedback which universities that presently use the computerized application have received has been very positive; and in many cases, has helped them against competition by making the process easier. A trend that will definitely facilitate applying is the commoditization of the application process through computerized applications. Since students are filling out the same symbolic information all the time (name, address, social security, etc.), they could clearly send this information to more than one university. This trend will make the application process easier for students, but it will make it harder for universities to convey their uniqueness. Computers and digital communication will have as large an impact on the information culture of the future as automobiles had on the industrial culture of the twentieth century. This technology, if used well, will provide new opportunities and responsibilities.