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Using Non-Cognitive Assessments in Graduate Admissions to Select Better Students and Increase Diversity

13 Jul 2015, 22:26 UTC
Using Non-Cognitive Assessments in Graduate Admissions to Select Better Students and Increase Diversity
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The following is by Dr Casey W. Miller, Rochester Institute of Technology.  The full article can be found in the January issue of Status: A Report on Women in Astronomy. When I became the director of the APS’s Bridge Program at the University of South Florida, I leveraged that position to raise awareness about diversity issues in physics. Thanks to many people’s appreciation of this topic, I have given physics colloquia to about a dozen departments across the country and presented invited talks at numerous conferences. Recently, I teamed up with Prof. Keivan Stassun from Vanderbilt to bring this issue even more visibility with an article in Nature. The below is intended as a brief review/resource letter, summarizing what I would present in a colloquium. Exercise IPlease write down the two or three attributes of your very best graduate student. It is often helpful to write that person’s name down first. Write down a few thoughts about what it was like to work with that student. Take about one minute to complete this exercise, then move on to the next exercise.Exercise IIAssuming you’ve played along, you’re now in a position to think about a student who really didn’t work out. What are ...

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