William E. Sedlacek

Currently incoming students are admitted, or not, based on several factors including ACT (SAT) scores, High School GPA, etc. While some institutions may assess service, the overwhelming preponderance of evidence to admit is cognitively based. Sedlacek argues for mixing cognitive assessments with noncognitive assessments (which might include autobiographical essays, questionnaires (with questions about goals, accomplishments, leadership potential, etc.). He further recommends course redesign to remove barriers to nontraditional students (with specific recommendations for change).… (mais)