Senate Bill No.: 0304-14
UNIVERSITY SENATE
UNIVERSITY AT ALBANY
STATE UNIVERSITY OF NEW YORK
Introduced by: Undergraduate Academic Council
Date: March 1, 2004
REVISION OF UNDERGRADUATE ADMISSIONS POLICIES
IT IS HEREBY PROPOSED THAT THE FOLLOWING BE ADOPTED:
1. That the attached policies related to the admission of freshmen, transfer students, and
international students be adopted to replace the existing admissions policies, effective
immediately for the Summer and Fall 2004 incoming classes.
2. That these policies be forwarded to the President for approval.
Rationale:
The undergraduate admissions policies have been in place since the 1970s and early
1980s. A number of changes to the University and the institution have taken place since
then: a vastly more competitive environment within which we recruit and attract students,
reforms and revisions to high school curricula, broader geographic base from which we
draw new students (including out of state students), a larger percentage of transfer
students, significant changes to the process for the establishment of enrollment goals and
for the resulting funding of institutions within SUNY, and finally, the recent decision by
the U.S. Supreme Court regulating the use of race as a factor in admissions decisions.
The attached policies, in their totality, respond to all of these changes and attempt to
bring the University at Albany’s admissions policies into line with the policies of peers
and aspirational peers, including the University of Michigan and others.
The policies regarding freshman admission are proposed to replace current policies on
Admission as a Freshman, Special Talent Admission Program, and Minority Student
Admission Program.
Policies regarding Admission as a Transfer Student are proposed to be an addition to
current policies regarding transfer credit.
Policies regarding Admission as an International Student are proposed to replace current
policy on Admission as an International Student.
Policies involving the role of governance in these procedures have also been created.
Policies on Undergraduate Admissions
I. Overview
In its Mission Statement of 1992 the University at Albany expresses its commitment to
the pursuit and advancement of knowledge; to the intellectual growth of students and
their development emotionally, physically and socially; to service to the larger interests of
society; and to profit intellectually and imaginatively from differences of opinion and
culture. The University has further advanced its aspirations to join the ranks of the
nation’s top institutions, to support an educational environment that prepares students for
our increasingly multicultural, global society, and to fulfill its special obligation as a
public institution to serve the diverse citizenry of the State of New York.
To achieve these ends, the University at Albany seeks to enroll students with the
academic and personal background to benefit from and contribute to this intellectual
environment through the academic and co-curricular programs; and to successfully
prepare to become contributing members of the society at large. In addition, recruitment
and admissions efforts are undertaken within a framework that includes consideration of
resources and requirements that emerge from the University at Albany’s status as a public
institution within the State University of New York and the State of New York.
In keeping with these goals, aspirations, and conditions, the following policies shall
govern the admission of new students into the undergraduate program.
II. Admission as a Freshman
Admission as a freshman to the University at Albany requires evidence of high school
graduation or the equivalent. Admissions decisions will be based on consideration of the
applicant’s overall academic and personal characteristics and his or her potential to enrich
the intellectual and social community of the University, and contribute to an
educationally beneficial environment for all students.
While academic preparation and achievement is a significant consideration in admissions
decisions, the wide range of school settings and personal circumstances that contribute to
an applicant’s overall ability and potential obliges us also to consider other factors in
determining an applicant’s potential to be successful as well as to contribute to the
University community. Admissions decisions are also dependent upon the applicant’s
standing within the applicant pool.
The following criteria will be taken into account for all freshman applicants (excluding
EOP candidates):
A. Academic Preparation and Achievement
Coursework: Candidates for admission to all undergraduate programs must
present a minimum of 18 units from high school, acceptable to the University, in a
college preparatory program. Within that background, freshman applicants are generally
expected to demonstrate the following to be competitive for admission: four units of
English or the equivalent; completion of the Course B curriculum in Math (for students
graduating from New York State high schools) or the equivalent (for students from high
schools in other states or nations); at least two units of laboratory science; three units of
social science, including one of U.S. History; at least one year of foreign language; two
years or more of foreign language is strongly recommended. In addition, students should
show electives that offer enrichment (e.g., fine or performing arts) or advanced study in a
particular discipline.
Academic Achievement: Successful applicants are expected to demonstrate academic
achievement across the core academic subjects of English, mathematics, social studies,
science, and foreign language; and a competitive high school grade point average in the
context of the rigor of the core coursework undertaken. Academic awards and honors and
other evidence of accomplishment will also be considered. The profile of the applicant’s
high school may also be a factor in considering the applicant’s level of preparation and
achievement and the competition the candidate has experienced within the school setting.
Class rank when available will be used to assess an applicant’s performance and success
in relation to his/her peers.
An applicant’s willingness to pursue intellectually challenging curriculum, as measured
by the presence of honors, AP (Advanced Placement), or IB (International Baccalaureate)
coursework, as well as courses for college credit and comparable level work, will be a
plus factor in admissions decisions.
Standardized Test Scores: General educational development and aptitude for further
study will be judged by scores of standardized tests. Acceptable tests include the SAT and
ACT, including the available national writing component for students graduating from
high school in 2006 and thereafter.
B. Personal Attributes and Ability to Contribute to the University
The University at Albany believes that a student body which represents diverse
geographic, cultural, racial/ethnic, and socioeconomic backgrounds creates an
educational environment that benefits all students. So too does an environment composed
of students with a range of skills, interests, talents, and experiences who can enrich the
University community through these nonacademic characteristics. Thus, in the evaluation
of applicants, the University will give consideration to these characteristics and to all
information the applicant wishes to supply presenting how he or she will contribute to the
University.
Relevant areas of consideration as a plus factor would include, but are not be limited to:
extracurricular involvement in school or community; leadership potential; community
service; the student’s ability to contribute to a diverse educational environment as
evidenced by his/her geographic, cultural, racial/ethnic or socioeconomic background,
age, gender, or sexual orientation; special talents, commitment to his/her education; work
experiences; and personal circumstances that reveal important information about the
applicant’s ability to overcome obstacles, hardships, disabilities, etc. These attributes can
be revealed through the applicant’s academic transcript, letters of recommendation
supporting the applicant’s candidacy or conveyed through personal statements, and other
documents supplied by the applicant.
C. Evaluations
The recommendation of the applicant's counselor and teachers are part of the high school
report and provide information about the personal qualities and special abilities which
define his/her readiness for college study and ability to contribute to the University’s
community. Applicants may also be assessed through campus interviews or by
information from University faculty and staff who have had the opportunity to evaluate
the applicant’s academic and personal background and commitment to his/her education.
Freshman Admissions Decisions
Admissions decisions will be based on a thorough and holistic review of the application
and supporting documents. Following such review, a reviewer will make one of the
following decisions:
Admit as a Scholar: Reflecting a very strong record of academic achievement, as
demonstrated by high school grade point average, standardized test scores, rank in class,
rigor of curriculum, profile of high school and evaluations, if available; a solid
extracurricular record containing evidence of a broad background; ability to contribute to
a rich, diverse educational setting.
Admit: Reflecting a strong record of academic achievement, as demonstrated by high
school grade point average, standardized test scores, rank in class, rigor of curriculum,
profile of high school and evaluations, if available; a solid extracurricular record
containing evidence of a broad background, if available; ability to contribute to a rich,
diverse educational setting.
Admit with Consideration: Reflecting an acceptable record of academic achievement,
as demonstrated by high school grade point average, standardized test scores, rank in
class, rigor of curriculum, and profile of high school. Students admitted in this category
must also present one or more of the following: excellent evaluations; compelling
personal circumstances; strong evidence of special talent or accomplishment in an area or
academic discipline, or co-curricular activity of interest to the University community
(e.g., leadership, athletic accomplishment); and ability to contribute to a rich, diverse
educational setting.
(Students admitted in this category will be regarded as “special admits” for purposes of
reporting enrollment characteristics to the State University of New York System
Administration.)
Consistent with University policy and practice for many years, the enrolled freshman
class will include no more than 10 percent of its members who are “Admit with
Consideration” candidates. Also consistent with past policy, no more than 2.5 percent of
the total class, or 50 students, whichever is larger, will be students admitted on the basis
of their ability to contribute in athletics.
Wait-list: Reflecting an overall academic and personal record comparable to, though
slightly less compelling, than students admitted from the above categories. Students will
be admitted from the wait-list if necessary to achieve enrollment goals.
Deny: Reflecting an academic and/or personal record suggesting that the student would
not be successful at or contribute positively to the University at Albany. Factors
considered in a deny decision may also include evidence of other personal attributes
judged to be potentially detrimental or harmful to members of the University community.
III. Admission as a Transfer
Admission as a transfer student to the University at Albany requires evidence of high
school graduation or the equivalent and a record of acceptable academic accomplishment
in college. Transfer admissions decisions will be based on consideration of the applicant’s
academic preparation and achievement, quality and potential; personal attributes and
evidence of his or her potential to enrich the intellectual and social community of the
University, and contribute to an educationally beneficial environment for all students, and
testimony provided directly by the applicant as well as in letters of recommendation.
While academic preparation is a predominant consideration, the wide range of personal
circumstances that characterize transfer applicants obliges us to consider multiple factors
in determining the potential to be successful and to contribute to the University
community.
The following criteria will be taken into account for all transfer applicants (excluding
EOP transfer applicants):
A. Academic Preparation and Achievement
Coursework: Candidates for admission as transfer students are expected to have
completed at least 24 credits of college coursework transferable to the University at
Albany from an accredited institution following their high school graduation. Applicants
with fewer than 24 credits are required to meet the standards for admission as a freshman.
Through their college coursework, transfer applicants must present an academic
experience which is comparable to (though not necessarily a course-by-course match for)
the background presented by freshman candidates and in its totality demonstrates breadth
and achievement and the potential to compete successfully with other students at the
University at Albany, or in the proposed program of study.
Academic Achievement: Successful applicants are expected to demonstrate acceptable
academic achievement, as signified by grades across all areas of study. The necessary
college grade point average will be determined in part by the rigor of coursework
undertaken and in part by the University at Albany degree program to which the student
is applying.
Standardized tests: Such tests are not required for transfer students with at least 24
credits of college coursework taken after high school graduation.
B. Personal Attributes and Ability to Contribute to the University
The University at Albany believes that a student body which represents diverse
geographic, cultural, racial/ethnic, and socioeconomic backgrounds creates an
educational environment that benefits all students. So too does an environment composed
of students with a range of skills, interests, talents, and experiences who can enrich the
University community through these nonacademic characteristics. Thus, in the evaluation
of applicants, the University will give consideration to these characteristics and to all
information the applicant wishes to supply presenting how he or she will contribute to the
University.
Relevant areas of consideration as a plus factor would include, but are not be limited to:
commitment to his/her education; extracurricular involvement in school or community;
leadership potential; community service; ability to contribute to a diverse educational
environment as evidenced by his/her geographic, cultural, racial/ethnic or socioeconomic
background; age, gender, or sexual orientation; special talents, work experiences; and
personal circumstances that reveal important information about the applicant’s ability to
overcome obstacles, hardships, disabilities, etc. These attributes can be revealed through
the applicant’s academic transcripts, letters of recommendation supporting the applicant’s
candidacy or conveyed through personal statements, and other documents supplied by the
applicant.
C. Evaluations
The recommendations of the applicant's college teachers provide information about the
personal qualities and special abilities which define his/her readiness for University study
and ability to contribute to the University’s community. An applicant may also be
assessed through campus interviews or by information from University faculty and staff
who have had the opportunity to evaluate the applicant’s academic and personal
background and commitment to his/her education.
Transfer Admissions Decisions
Admissions decisions will be based on a thorough and holistic review of the application
and supporting documents. Following such review, a reviewer will make one of the
following decisions:
Admit: Reflecting a strong record of academic achievement, as demonstrated by college
grade point average, rigor of curriculum; evaluations, if available; a solid extracurricular
record containing evidence of a broad background; ability to contribute to a rich, diverse
educational setting.
Admit with Consideration: Reflecting an acceptable record of academic achievement,
as demonstrated by college grade point average, rigor of curriculum; evaluations.
Students in this category must also present one or more of the following compelling
personal circumstances; strong evidence of special talent or accomplishment in an
academic discipline or co-curricular activity of interest to the University community (e.g.,
leadership, athletic accomplishment); ability to contribute to a rich, diverse educational
setting.
Deny: Reflecting an academic and/or personal record suggesting that the student would
not be successful at or contribute positively to the University at Albany. Factors
considered in a deny decision may also include evidence of other personal attributes
judged to be potentially detrimental or harmful to members of the University community.
IV. Admission of International Students
To support an educational environment that prepares students for our increasingly
multicultural, global society, the University at Albany seeks to enroll international
students with the academic and personal background to benefit from and contribute to its
academic and co-curricular programs, and to prepare successfully to become contributing
members of the society at large.
Admission of undergraduate international students is available for all academic terms.
Applicants will be required to provide evidence of academic preparation at a level
comparable to domestic applicants, and proof of English language competency (for
students whose native language is other than English.)
Admission as a Freshman: Candidates must demonstrate successful completion of high
school in the United States or the equivalent in the native country of the applicant. SAT or
ACT exams will be required of graduates of U.S. high schools. Academic preparation
must include the core academic subjects and academic achievement that includes a
competitive high school grade point average in the context of the rigor of the core
coursework undertaken. Freshman applicants are also required to provide proof of
English language competency as noted below.
Admission as a Transfer Student: International applicants transferring from US
institutions of higher education must meet the same academic requirements as domestic
transfer students. Students transferring from a foreign institution of higher education will
be assessed based on the level and rigor of the coursework undertaken as well as the
student’s achievement in that program. Applicants may also be required to provide
official translation of foreign transcripts; an evaluation must be completed on a course-
by-course basis from an accredited foreign credential evaluation service.
English language competency: All international applicants whose native language is other
than English must present one of the following to qualify for admission:
· TOEFL - score of 550 (paper based) or 213 (computer based).
· IELTS (Cambridge University ESOL Examination) - band score of 6.0
· SAT - verbal score of 400 or better.
· Successful completion of two semesters of English Composition at a U.S. college (for
transfer students only)
Conditional Admission of International Students: A conditional admission for students
meeting all academic requirements may be possible for applicants who do not meet the
language proficiency requirement. These students can be admitted conditional upon
completion of one or two semesters with the Intensive English Language Program at the
University, a qualifying TOEFL or IELTS score at the conclusion of that instruction, and
the recommendation of the director of IELP for matriculation as an undergraduate
student.
All undergraduate international applicants must provide documentation demonstrating the
ability to support themselves financially. Required amounts of support will be determined
by the University each year, and students must provide original financial documents from
a financial institution. Satisfaction of the financial requirement will allow for an I-20 to
be issued to the student.
V. Report to the Committee on Admissions
Each fall, the Committee on Admissions and Academic Standing will receive a report
from the University’s designated enrollment officer reporting on the academic profile of
the freshman class, the admissions criteria utilized, progress in achieving specific
enrollment goals and any other matters of relevance.
In addition, the Committee on Admissions and Academic Standing will review the
proposed academic criteria for the next admissions cycle. This discussion is intended to
shape the general parameters of admissions while recognizing that the admissions cycle is
a dynamic and fast-paced and is affected by many factors including the changing size and
characteristics of the applicant pool as well as changing institutional circumstances.
