AMERICAN INSTITUTE OF CERTIFIED EDUCATIONAL PLANNERS

1. AMERICAN INSTITUTE OF CERTIFIED EDUCATIONAL PLANNERS TAKING AND ACING THE CEP ASSESSMENT!

2. Presenters • Steven R. Antonoff, Ph.D.,CEP • Stacey Cunitz, MA, CEP • Cyndy McDonald, MA, PPS • Rachel B. Sobel, Ph.D., CEP

3. Am I Ready?

4. INTERESTED IN LEARNING MORE? Check out this previous webinar about becoming a CEP: ”What You Need to Know About Becoming a Certified Educational Planner”

5. Initial Call with A Member of the Assessment Committee

6. TWO Parts of the Assessment • Institutional Knowledge • Professional Knowledge Note that responses and evaluator comments included here are taken from different candidate’s Assessments. Examples are composites. They illustrate “passing” responses, not necessarily those that are strongest or those that are weakest.

7. Part 1: INSITUTIONAL KNOWLEDGE

8. How is this area tested?

9. How Institutional Knowledge is Assessed Institutional Knowledge: From the 30 colleges you listed in your application, the Assessment Committee will identify 4 for your Assessment. You choose 2 of the 4 to write about. The following five questions are asked of both colleges.

10. Question #1 What type of student might be happy and best served at this college/university?

11. Sample Response Lynn University – A student who wants to learn in a highly supported, relaxed, suburban environment would be best suited to Lynn. The college really wants students to do well and to graduate, so students who were not top academic performers but prefer a private college vibe may be well-suited to Lynn. Students with a documented learning disability will find a high level of support at the Institute for Achievement and Learning (IAL). Talented musicians in the Conservatory of Music will receive extensive performance opportunities and practical career preparation. Additionally, Lynn is very supportive of its international students who come from nearby Latin/South America and other regions. Indeed, the school entrance way in Boca Raton is decorated with international flags from their home countries. For students who want to study in the United States but are unable to gain admission to higher prestige institutions, Lynn University may be a good fit.

12. Question #2 What are the stand-out features or attributes of this college/university?

13. Sample Response Muhlenberg College – The stand-out features of this school include a uniquely strong Performing Arts program, a strong undergraduate business program (unusual for a small liberal arts school), biology and pre-health professions, and media and communication. The Performing Arts program is nationally ranked among schools like BU and Emerson and graduates have gone on to Broadway. I like the school as a good back up to the audition-based programs since it is a great spot for kids who may not quite have the talent needed at a bigger school. But the direction and opportunity they get here is top-notch.

14. Question #3 Describe the physical plant and the influences of the surrounding communities on the college or university environment.

15. Sample Response Indiana University – Nestled among the gently rolling hills of southern Indiana is found one of the Midwest’s loveliest flagship universities. Located in the small college town of Bloomington. “Town and gown” enjoy a close relationship. Purportedly, there is very little animosity or ill will between the locals and the college students; residents routinely support the university’s sports teams, wear Red & White apparel, and feel a sense of identification with and pride for the lovely campus and national reputation it enjoys. This may be in part because Bloomington itself is very dependent economically and culturally on the annual influx of students for its restaurants, hotels, shops, bars, bookstores, and grocery stores. IU is known as an extremely friendly, genuinely welcoming, warm, campus environment; it really claims it Midwestern location as a source of pride. This campus is stunningly beautiful with less harsh winters than several of its neighbors. It boasts tree lined walks and an arboretum; trees are everywhere here. Bloomington is the quintessential college town in many students’ minds and is considered much lovelier than either the U of Illinois or Purdue.

16. Question #4 In general, what are the admission criteria? What are the general parameters of students you would refer to this college/university?

17. Sample Response The College of New Jersey – TCNJ is looking for students who had rigorous courses in high school and got mostly A’s, maybe a few B’s in those classes. They are looking for ACT scores in the 28-32 range – higher end for some of their academic programs, like engineering. Admissions staff definitely appreciates demonstrated interest and wants to get to know their applicants – especially those from out of state. I would encourage potential applicants to reach out directly to their area admissions representative to express interest and to ask any questions. Student athletes looking for a D-3 experience at a more rigorous college (where they may be able to more easily balance classwork and their sport) may find the right fit here. Students interested in studying engineering, business, nursing and sciences will find professors who want to get to know students and they will find a cohort of intellectual, like-minded students.

18. Question #5 Please name two or three examples of similar colleges and/or universities and describe the reason(s) for the similarities.

19. Sample Response Comparisons with Tulane. . . Similar schools or “overlaps” include the University of Miami (FL) where the size, program offerings, climate and overall academic level of the students attending is similar. LSU’s location and program offerings make it another overlap. Emory and Vanderbilt would be higher-reaching schools but similar in terms of name recognition, programs and student life.

20. Sample Response Comparisons with Muhlenberg….. Overlaps with Muhlenberg are Lafayette due to location, size and liberal arts offerings. Dickinson and Gettysburg due to athletic conference, size, liberal arts and overall vibe of campuses. Susquehanna is a good overlap due to location, size and liberal arts with business and a creative vibe. Villanova and Bucknell might be considered overlaps due to the business programs offered although these two schools are larger in size and scope. For my performing arts students, overlaps are BU Emerson, Fordham, Ithaca, and Elon.

21. Sample comments from CEP Evaluation Team This candidate does a good job of offering similarities on the basis of several factors, including the always elusive “vibe”. In general, I appreciate when someone has considered several factors instead of honing in on just one element of similarity. It’s no better than her choices, but I wonder about F & M as a similar school to Muhlenberg.

22. Part 2: PROFESSIONAL KNOWLEDGE

23. Case study: Oliver Saxe Oliver Saxe, is an energetic young man, who came with his parents in early September to explore college options for the following year. Ollie’s father, a Cornell grad, was eager for Ollie to have the very best in terms of college planning assistance. Mr. Saxe is an extremely successful, as well as quite busy, entrepreneur and he is often out of town on business. Mrs. Saxe is actively and visibly involved in community service. In spite of Ollie’s above-average aptitude, his unweighted GPA is a 3.3 in the standard college preparatory course of study he has followed in his school, the city’s most prestigious public school. His SATs are ERW540, M640 and Ollie’s high school years have been spent primarily with a wide variety of athletic interests. He played on school teams each season, although never being a particular star in any. In fact, Ollie approached sports, just as he did academics, with a rather “do-the-minimum-to-get-by” attitude. You’ve seen some of his teacher recommendations. Teachers like him, but are frustrated because they know he has so much more potential, but he’s not showing it.

24. Case study: Oliver Saxe (continued) Mr. Saxe was insistent that Ollie get in only the best colleges, knowing in college (“unlike high school – he’s just going to be a late bloomer”) he would rise to the occasion. Mr. Saxe expounded at great length about the value of schools that “people have heard of”. He added, “We don’t want my boy in some unknown college for losers.” Mrs. Saxe, on the other hand, was rather passive throughout the consultation, and left early in order to make a committee meeting she was chairing. She seemed to look forward to the time when pushing Ollie to study in school was no longer a problem for her. While highlighting his many strengths, Mrs. Saxe understands that Ollie is not the most competitive college applicant. While Ollie is very open to many college match factors, he said his preference areas are as follows: a smaller to medium size college (but according to Ollie, “1500 might be too confining”), an active sports program (both for watching and for participating), East or West coast, a fraternity system, a good balance between academics and social life, “preppy”, and prestigious.

25. How Professional Knowledge is Assessed: The THREE Questions Question 1: What general characteristics would you be looking for in colleges for this student? Provide an overview of the case. What is Ollie like? How would you describe him to a colleague? How would you summarize his admission profile? What points stand out in the case about what he is looking for in a college?

26. How Professional Knowledge is Assessed: The THREE Questions Question 1: What general characteristics would you be looking for in colleges for this student? Ollie will perform better in a smaller class setting where he would get a lot of attention from his professors and some hand holding from his advisors. Ollie is the type of student who could easily get lost in a large institution, so I would consider small to mid-size schools where the student to faculty ratio is low. His college choices should have a variety of campus and student life activities with several athletic options available where Ollie can either be a participant or just a fan. He could play in intramural sports or on a D-3 team which would allow him to attend games on the weeknights and weekends. He has a lot of school spirit and since he has played sports every season during his high school years being able to continue this is an important factor. Another consideration is that his college list include choices on either coast and have name recognition- this will please his father. Mr. Saxe’s influence on where Ollie should apply is huge perhaps because he is proud that he went to Cornell.

27. College Options and Your Rationale Question 2: Suggest 3-5 specific college recommendations appropriate for this student and support your rationale for each option. What is a good fit college for Ollie? What is the connection between Ollie and the college you are suggesting? Think about who he is from both a fitting-in and also a getting-in perspective. What is Ollie like? What is he looking for in a college?

28. Your rationale for choosing colleges for Oliver: Examples DENISON UNIVERSITY – Denison appears among top liberal arts colleges. It has invested an enormous amount of money in its athletic facilities, an attribute that might be quite attractive to Ollie. It has a broad liberal arts curriculum that would give Ollie a platform to discover himself. In addition, Denison is strongly pursuing internship connections in the Columbus, OH metropolitan area that might also be great opportunities for Ollie. His credentials are reasonable for Denison, if it has sufficient “cachet” for Mr. Saxe. MARIST COLLEGE – Marist has a caring environment. If students do not show up in the dining hall for a few days, they are contacted to make sure they are OK. Professors also will email an advisor to check in on a student who does not show up for class. This might be helpful to keep Ollie on track. With D-1 sports, Marist not only has active spectator sports but also a sporty atmosphere with a preppy student body. Marist has Greek life, is on the east coast in NY and has a good academic/social life balance. Marist also might tick off a prestige box if the student is from the NY Metro area as it is a college that parents mention regularly. If Ollie is interested in Marist as a number one choice, he may consider applying ED since the acceptance rate is quite significantly higher.

29. Rationale – Another Example SYRACUSE UNIVERSITY – Syracuse would be an option for Ollie to consider. It’s located on the east coast and has a very active sports program that Ollie could get involved with either as a student-athlete or a spectator. Sports could become a central focus of his college experience. The university is on the larger size of the medium size capacity, but what is key with Syracuse is that is still has a smaller student to faculty ratio and Ollie would be getting the attention he needs in order to thrive academically. Advising would be important for Ollie to keep up with, and not many students will fall through the cracks since the ratio is on the smaller side – it’s the price you’re paying to attend Syracuse! Syracuse is preppy and ranks highly with many programs, so it would please Ollie’s father and Ollie would fit in socially and not feel out of place.

30. Other Considerations Question 3: List any other points that should possibly be considered in working with this student. This is an opportunity for you to state any other matters that relate to your working with Ollie and his parents. Are there any issues that you should talk to Ollie and/or his parents about? Are there developmental or educational issues that need to be addressed? (Think common application ‘Additional Information’ section). Is there information missing from the case study? If so, state them clearly. Example: “I’m assuming that the family is full pay.” Assumptions are fine, but be sure to state them clearly.

31. Examples of Other Considerations I have a number of questions regarding Ollie that I would like to explore: 1) Why is Ollie just doing the minimum with respect to academics and sports? Is there an underlying learning difference that is affecting Ollie’s academic performance and his confidence outside of academics? I would want to know if Ollie has been tested for this? 2) Has Ollie considered any majors? Does he have any interests other than sports? I would suggest using some of the surveys available on Guided Path to explore academic and career interests. 3) With regard to the prestige issue, I would show Ollie’s father hard data with respect to admissions rates and statistics. 4) Would Ollie benefit from a gap year? If maturity is the issue, perhaps a PG year or an academic gap year in which he can take classes in a less pressured situation than his prestigious public school might help him see that he can do well and therefore will.

32. How is Professional Knowledge Scored? What do readers look for? Assessments are scored considering these criteria: • The candidate demonstrates a clear understanding of the most appropriate choices and an excellent rationale • Acceptable school choices and a good rationale • Questionable appropriateness, but acceptable rationale • Most choices inappropriate, but some indication of an acceptable thought process in terms of rationale • Inappropriate choices and unacceptable rationale

33. Sample comments from CEP Evaluation Team I particularly like the questions asked in response #3. It’s encouraging that the candidate is considering the educational/developmental issues involved in Ollie’s seeming lack of motivation.

34. More comments from CEP Evaluation Team I think the student’s maturity is an issue that might be addressed. Why is this student interested in going to college? The idea of at least asking about a gap year is good. The candidate is spot-on in recognizing the challenge of meeting parents’ expectations in this case study. Dealing with expectations directly is lots better than merely assuming they will go away!

35. Study TipsHow do I prepare?

36. How Do I prepare?

37. My Approach - Stacey 30 Schools x 5 Questions = 150 Flashcards Creating the cards = Studying! Tried to focus on what I already knew Filled in by using Fiske Guide, SCOIR, Wintergreen Orchard House, Ruggs Recs, CTCL, College Finder, etc.

38. MORE OF My Approach After creating the cards, I went through them and sorted them into two piles: “I’m good” and “Work on it.” Because I created the cards mostly from my knowledge, my “work on” pile was much smaller than my “I’m good” pile. This gave me a lot of confidence!

39. STILL MORE!

40. How Did You Study?SUGGESTIONS FROM OTHER CEPs • I created flashcards. • I created a spreadsheet of relevant information on the 30 colleges. Generally divided notes into the 5 questions. • Quick review/reorganization of visit (and other) notes to reflect format of the questions. • Review of college guides, websites, or two-page data sheets of the 30 colleges, highlighting keywords. • Review of a couple of my recent student cases looking at lists I generated. • Talked to colleagues and/or recent Assessment takers if I was unsure about something like a comparison college. • I trusted what I knew! • I “study” for the test each day through work with students and families! • I had fun with it! I merely had to refresh my memory!

41. Looking Ahead: Recertification CEP’s recertify every 5 years. At that time documents must be submitted to verify fulfillment of recertification requirements and annual fees must be current ($75 per year). Documents include: • Completed application for Recertification • Signed copies of Affirmation and Certification forms • $100 Recertification Fee (includes annual fee) • List of at least 75 site visits • Record of at least 75 hours of professional development activities of which 35 hours are earned through attendance at workshops, conferences, seminars, webinars, programs, or institutes.

42. QUESTIONS AND DISCUSSION

43. AMERICAN INSTITUTE OF CERTIFIED EDUCATIONAL PLANNERS FOR MORE INFORMATION: www.AICEP.org info@AICEP.org