Monthly Archives: March 2013

Business Week: Best Public B-Schools Are Virginia, Michigan, UT Austin, North Carolina

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The annual Bloomberg Business Week Best Undergraduate Business Schools report is out, and the business schools at the universities of Virginia, Michigan, Texas, and North Carolina are all in the top ten, based on student satisfaction, employer opinion, placement rates, and salary.

Bloomberg/Business Week survey 145 schools and 519 leading employers, along with 85,000 graduating seniors.  The response rates exceeded 32 percent in all categories.

The metrics also included the percentage of graduates pursuing MBA degrees, SAT scores, and class size.

The public university business schools ranked in the top 50 are listed below, with their national ranking among all schools public and private preceding the name of the university:

2–Virginia

8–Michigan

9–UT Austin

10–North Carolina

11–UC Berkeley

13–Indiana

21–Illinois

22–Miami of Ohio

26–Penn State

27–William & Mary

29–James Madison

32–Wisconsin

33–Texas A&M

34–Ohio State

37–Florida

39–Minnesota

41–Georgia Tech

43–Michigan State

44–Georgia

45–Massachusetts Amherst

48–Washington

50–Arizona

South Carolina Honors Student Is an Iraq Veteran and Truman Finalist

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Editor’s Note: The following is from the University of South Carolina:

By Megan Sexton, msexton@mailbox.sc.edu, 803-777-1421

Five years ago, while he was serving his second deployment in Iraq, Alexander Nye Gutierrez would have had a difficult time imagining his life right now: A junior at the University of South Carolina who has been named a finalist for the Truman Scholarship.

Gutierrez, who is pursuing the highest degree possible from the South Carolina Honors College, will interview April 1 in Atlanta for the scholarship, one of the country’s most prestigious academic awards. The road from Washington D.C.’s Gonzaga College High School to the deserts of Iraq to the brick walkways of the USC campus has been a winding path of discovery for the 29-year-old Gutierrez.

His late father was a graduate of The Citadel, where Gutierrez also attended for one semester after he graduated from high school in 2002.

“It clearly wasn’t time for me to be in college,” Gutierrez said. “I decided I’d be better off serving some time in the armed forces first.”

So he joined the U.S. Army Reserves, and quickly found himself selected by his unit commander to go to language school. Soon he was in Iraq, working in psychological operations. Nearly three of his six years in the Reserves were spent in active duty.

Four weeks after he returned from the war in Iraq, he enrolled at USC for the spring 2009 semester, ready to put his military service behind him.

“It wasn’t the best idea. It was a very, very difficult transition,” he said. “I withdrew that semester and the next semester. I needed time to deal with what it was like to make a transition to being a civilian.”

By fall 2010, Gutierrez was back on the USC campus, ready to earn his degree. He had learned to appreciate and understand what his time in the service meant to him.

“It gives me sense of perspective on things,” he said.

He jumped into the classwork, and after his first year received an invitation to transfer into the prestigious South Carolina Honors College. He calls the experience “extraordinary,” pointing to his close relationships with advisers, small classes and challenging coursework as the reasons for his success.

Gutierrez is pursuing a Baccalaureus Artium et Scientiae (BARSC) degree – the highest possible at the university — with concentrations in Middle East studies, mathematics and international relations with a focus on security. He spent a summer working as an associate with the Institute for Defense Analyses (IDA) in 2012, and he continues his work as a research aide for IDA. He plans to pursue graduate degrees in mathematics/statistics and security studies, with plans to do security-related work for the government after he completes graduate school.

Next on his agenda is the interview for the Truman, a scholarship he hopes will be a perfect fit for him.

“The Truman Scholarship puts an emphasis on public service and becoming a change agent,” he said. “It’s incredibly humbling and thrilling and a little surreal to be a finalist. To be named a finalist for the state and the university, I’m very proud of that.”

Kansas Honors Grads: Program is Great for Knowledge, Great for Careers

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The results of the annual exit survey of honors program graduates at the University of Kansas reveals both the personal and career value of pursuing an honors education.

Based on the responses of 49 honors graduates, the survey shows that 100 percent are either pursuing a career (50 percent); attending medical school (11.1 percent); going to law school (3.3 percent); or pursuing other graduate degrees (35.6 percent).  Of those attending graduate or professional school, 73.5 percent are receiving financial support from the institution.

Perhaps most important, 94.1 percent of students agreed with the following statement: “The University Honors Program provided many opportunities that enhanced my KU education.”

Below please additional comments from students:

“Entering college, I knew I wanted to do big things. But I never dreamed that I would be one of the top two Truman Scholarship Finalists for the state of Kansas! If the KU Honors program hadn’t spent countless hours encouraging me and preparing me, I definitely wouldn’t be where I am today. The advisors in the Honors program are genuinely invested in my success, and they are mentors who I hope to stay friends with for years to come.”-Hannah Sitz, junior, Truman Finalist

“The Honors Program is about so much more courses. My honors advisor pushed me to really consider my passions, my goals, and my experience which lead to an internship on Capitol Hill. It was the best, most exciting time of my college career.”-Danielle Onions, senior

“The Honors Program has been the backbone of my education.  It makes the university feel like home. The staff invests in each and every student and exposes them to opportunities that can’t be found anywhere else.”-Natalie Scott, junior

“My work in lab has led to competitive summer internships and scholarships, and has given me a head start in my career path.  Unlike undergraduates at other universities, I am able to work on my own project and actually advance scientific knowledge.”-Rodi Torres-Gustavo, senior, Goldwater winner

“Without the KU Honors Program, I might have never had the incredible opportunity to travel to Switzerland for a truly international research experience at CERN, the European Organization for Nuclear Research.  The Honors Program gave me the financial support, advising, and connections I needed to make this dream come true.”-Brittany Krutty, senior, Goldwater winner

“The Honors Program provided me both the impetus for choosing to study abroad and part of the scholarships that made it feasible. My semester in Costa Rica was central to my undergraduate experience, and the Honors Program certainly helped facilitate it.”-Bailey Reimer, senior

“The superb instruction and personal attention from my professors in my Honors classes, especially during my freshmen year, were central to my success as a student. Without the extra challenges and resources that they provided, I’m not sure I ever would have felt like KU was a good fit for me.”-Bailey Reimer, senior

 

University of Iowa Revises Honors Curriculum

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Editor’s Note: Our thanks to the honors staff for providing this update:

The curriculum for University Honors has been revised, effective for students entering The University of Iowa Summer 2013 and after.

Students who complete the new University Honors requirements will have a notation on their transcript and diploma stating that they have graduated with University Honors. Indication of this award will be part of graduation ceremonies.

General Requirements

  • Students must opt into the program after being invited to do so.
  • First-year first-semester students must attend an Honors Program orientation session in the summer; other students must attend an informational session (e.g. Welcome to Honors) during a regular semester.
  • All students in their first semester of Honors Program membership must take at least one Honors course. First-year first-semester students must complete a 1 s.h. Honors First-Year Seminar during the fall semester. Other students may choose any offered Honors course or may develop an Honors Contract course.
  • Students must maintain a cumulative UI GPA of 3.33.

CURRICULUM

 Level One Requirement:  Building Knowledge

  •  Students must complete a minimum of 12 s.h. of Honors course work by the end of the fourth semester of fulltime Honors Program membership.
  • A maximum of 3 s.h. of Honors Contract courses may be applied to the level one requirement except in the case of new members with significant General Education credit. These students may apply up to 6 s.h. of honors contract credit.

 Level Two Requirement: Learning by Doing

Students must complete an additional 12 s.h. (or the equivalent) of Honors experiences.

Experiential learning for honors credit can take many forms, including research, study abroad, or internships; work completed for honors in the major, usually resulting in a thesis or creative project, also counts as experiential learning for honors credit.

Students choose from the options below, with some options completely satisfying the requirement and others requiring a combination of activities:

  • Honors in the major (as required by a department) completely satisfies the level two requirement.
  • Mentored research (practica, paid, or as a fellow with the Iowa Center for Research by Undergraduates).
  • Study abroad with project.*
  • Internships with project* (may satisfy up to 6 s.h. of the level two requirement).
  • Honors and graduate level course work (may satisfy up to 6 s.h. of the level two requirement).

*Study abroad and internships require a pre-approved, independent project with a poster presentation or paper facilitated by Honors.

(*Engineering students have alternative requirements; please visit the Honors Program web page for information.)

For questions on the new curriculum and requirements, contact Holly Yoder at honors-advisor@uiowa.edu.

South Carolina Honors College: More Prestigious Stamp Scholarships Are Available

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By Megan Sexton, msexton@mailbox.sc.edu, 803-777-1421

Five additional students will be named Carolina Scholars — the University of South Carolina’s most prestigious in-state scholarship — with the help of a gift from the Stamps Family Charitable Foundation.

The gift will allow the university to expand the pool of Carolina Scholar freshmen recipients by five, bringing the total number to 25 a year, starting in 2013-14. These additional five recipients will be Stamps Carolina Scholars, and will receive a $10,000 annual scholarship for four years, plus an enrichment fund of $8,000 to use for endeavors such as study abroad, leadership scholar projects, internships and undergraduate research. The Stamps Family Charitable Foundation will pay for half of these five scholarships, with other donors providing matching funds.

“Carolina Scholar students are representatives of the best our state has to offer,” university President Harris Pastides said. “We are pleased to be able to extend the scholarship to additional South Carolina students through the generosity of the Stamps Family Charitable Foundation.”

The students will become part of the university’s prestigious Carolina Scholars program, started in 1969 to celebrate the virtues of a world-class education and keep the state’s most academically talented students in South Carolina. Through private support, the university expanded from nine students in the first year to more than 80 on campus today. Carolina Scholars receive automatic entrance into the South Carolina Honors College, recently ranked as the nation’s top public honors college.

Each Carolina Scholar award provides an annual scholarship of $10,000, a laptop computer, preferred freshmen housing and parking privileges. In addition, the Office of Fellowships and Scholar Programs provides recipients with advising, mentoring and a comprehensive calendar of events during their four years at Carolina.

“We are thankful for this gift from the Stamps Family Charitable Foundation and the trust the Stamps have placed in our university. These new Stamps Carolina Scholar scholarships will become the top-tier in-state award at USC and will help us continue to attract South Carolina’s most talented students,” said Steve Lynn, dean of the South Carolina Honors College.

The Stamps Family Charitable Foundation, founded by Penny and E. Roe Stamps IV of Miami, selected USC as its newest partner in offering premier scholarship opportunities to incoming freshmen. The foundation partners with 33 universities and supports nearly 300 students. This year’s 120 new Stamps Scholars were chosen from more than 160,000 applications across the country.

The original schools in the Stamps scholarship program were Georgia Tech and the University of Michigan, the alma maters of E. Roe Stamps and Penny Stamps. Other schools receiving the scholarship funding include the universities of Chicago, Georgia, Virginia, Florida and Southern California.

“We started on an ‘ad hoc’ basis at Georgia Tech,” said Roe Stamps, a venture capitalist with undergraduate and master’s degrees in industrial engineering from Georgia Tech and a master’s degree in business administration from Harvard Business School. “As we got to know our students and followed their progress, we were increasingly impressed with the quality of the scholars and the personal growth they enjoyed. Our experience was similar at Michigan, and, with the programs well-established at both schools, we decided to branch out to a number of other leading U.S. schools.”

Advice for the Successful Honors Student: Get (Deeply) Involved in Research

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Editor’s Note:  Thanks to Hutton Honors at Indiana University for providing this update showing how important undergrad research is for graduate school admission and for employment opportunities. 

Honors students engaged in intensive research endeavors are attractive to top graduate schools and to great companies.

Consider the Cox Research Scholars Program administered by Indiana University’s Hutton Honors College.

Cox Research Scholars are selected through a competitive process to study and apprentice all four years with an Indiana University faculty mentor on research or creative activity.  Each student receives a renewable scholarship and stipend that covers the total cost of attendance.

According to data compiled by the Hutton Honors College, by December of 2012, the Cox graduating class of 2011 had a 100 percent placement rate (either in graduate school or in jobs), while the 2012 cohort clocked in at 87 percent.  Graduate school-bound Cox alumni are studying at, among other institutions, MIT, Emory School of Medicine, the University of Chicago, and NYU’s School of Law.  Cox alumni are also employed at Deloitte Consulting, Cummins Inc., Price Waterhouse Coopers, and General Mills.

Anecdotal evidence suggests that it’s not merely research experience that gets the attention of recruiters, but rather, demonstration of research commitment and results.  In 2012, alone, Cox Research Scholars co-authored or presented more than 20 papers at major research conferences.

More at: http://inside.iub.edu/editors-picks/fyi/2013-01-24-iniub-fyi-cox-scholars.shtml

Texas A&M Honors Student on Writing, Creativity, and Copyrights

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Editor’s Note:  The essay below, by freshman honors student Katrina Rambeau, is from the Honors and Undergraduate Research Blog of the Texas A&M Honors Program:

The ability to write is something that many people overlook. Writing does not apply simply to English majors; it is a skill that all members of the professional world need. Writing, blogging, and social media are a few of the ways that people communicate today. At many universities, writing is valued, but still not as much as it should be. Simple email etiquette is the perfect example: forgetting to address the recipient, failing to use proper grammar, and neglecting a closing remark are all egregious errors that should be taught to students so that when they email their professors they are paying them proper respect.

I have often thought to myself, instead of two kinesiology classes, why not require one kinesiology class, and one required “writer’s prep” class? While there are classes like that offered here, I think that their importance is undervalued. I am often frustrated when students think that they will not use writing again after high school because they undoubtedly will.

I am a science major and often times I find myself missing the allegorical and introspective English pieces that I used to write in high school. I miss that writer’s “fluff,” or pizazz when I write Chemistry papers. However, my strong foundation in writing allows me to write concise and intelligent science papers. In science the prepositional phrases go away and extraneous words become unimportant, despite their stylistic value. No matter what kind of writing is necessary for a given class, there is a basic foundation that should be emphasized to prepare college students for the professional world. Whether a student is an English major preparing to write a book or a science major preparing a periodical for a medical journal, writing is a necessity for success in the real world. Literacy alone is a respectable skill for all professionals.

Creativity is an intrinsic part of the writing process. Expressing oneself creatively entails publishing one’s intellectual material. After attending a seminar given by Associate Professor Gail Clements, I learned a great deal about the importance of intellectual property.  There are many rules about plagiarism and copyright, especially in today’s world where the increase in self-publishing options has become more apparent.

I have a WordPress blog where I post much of my more creative ideas, especially when I am in need of a creative rampage after writing a perfectly stagnant and statistical science paper. Interestingly, the blog served as the perfect example for Professor Clements. Professor Clements made the point that anything that I post on my blog is mine. My blog was not created to generate profit; it was merely a fun creative exercise. Let’s pretend for a minute that I am using my writings to earn some money. Let’s say another blogger copies my piece, and posts it on their blog and starts to profit from my writings. This is not allowed. In other words, unless I permit others to share this material on their websites, I have the right to sue them for using my information inappropriately.

I went to Paris this summer and I took a lot of pictures at the Louvre museum. One of my blog entries had several pictures of my trip, but I was careful to avoid putting any works of art on there. I decided to opt out of posting anything that I had taken pictures of in the museums.  Fair Use is essentially the permission to use certain copyrighted material without obtaining that permission from the artist. Fair Use protects people heavily in regards to social media and the Internet but art is a completely different story.

If I were to post a picture of a copyrighted work of art on my blog I would be violating the ordinances of Fair Use. The only way I would avoid this violation would be to get permission from the owner, or, if it is an old piece of artwork like the Mona Lisa the age of the painting supersedes the copyright. The discussion of Fair Use was probably the most complex part of our discourse.  There are a lot of details that surround Fair Use but the best advice I learned is that it is better to err on the side of caution when publishing other material that is not your own.

The conversation covered a range of topics: The time limit on copyrights, privacy as an interwoven part of copyright and basic right, and the fact that you cannot copyright or own an idea. Ideas need to be “set in stone” or written down before a person can claim it as their own. Overall, the seminar proved to be highly educational and was the perfect example of the kind of class and information that needs to be taught to college kids. I feel that this is exactly why we students need reinforcement and education about writing in today’s world.

Many people think that the basic high school English class is preparation enough for the real world. This is not true and this seminar is just one example. The creative world around us has broadened with the presence of the Internet and social media. It is important that students understand the intricacies of issues like copyright and privacy in writing and beyond, in order to avoid issues in the future. Only then will students be able to access their true scholarly potential.

Delaware Honors Students to Have New Residence Hall

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A new East Campus residence hall will house students in the excellent  honors program at the University of Delaware, beginning in the Fall of 2013.   The new hall will feature traditional floor configurations, not suite-style, but will be air-conditioned and offer outstanding public rooms on each floor along with larger community rooms, one of which will have a grand piano.

East Campus at UD is the epicenter of the freshman first-year experience, and is served by the adjacent Russell Dining Hall.  The Perkins Student Center is also close at hand.

“The design of these buildings, particularly the public spaces, is ideally suited to creating the living-learning environment that is central to the Honors Program’s First Year Experience (FYE),” Michael Arnold, director of the University Honors Program, said. “The meeting spaces on each floor and complex lounge will greatly facilitate community building across the entire Honors Program freshman class.”

The largest of the new structures will be home to 450 freshmen honors students.  Now referred to only as “Building A,” the university reports that the location will be further enhanced by the following:

“Adding to this first-year neighborhood will be three other projects, scheduled in the area:

• Refurbishing of the space in the Perkins Student Center formerly occupied by the University Bookstore. Improvements, scheduled to be completed by this fall, will include new meeting places for students and office space for registered student organizations.

• Construction of a new dining facility and residence hall on Academy Street across from Perkins. Work on this project will begin this summer, with completion expected in summer 2015.

• Renovation of the Harrington Residence Hall Complex. This project will include an update of interior finishes and fixtures in the rooms, along with a refurbished student fitness center and a convenience store in the Commons. This project also is scheduled to begin this summer with completion in summer 2015. ”

Students living in the complex will benefit from having resident assistants (RAs) with diverse sets of skills hired and trained specifically to support the needs of first-year students, she said. RAs in the new buildings will be supervised by a complex coordinator and two residence hall coordinators.


 

 

World Ranking of Subject Areas, U.S. Public Universities

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Another thing we like about the annual Times Higher Education World University Rankings is that they list the universities with the top rankings several subject areas, including engineering and technology; arts and humanities (literature, history, philosophy); life sciences (biology, chemistry); physical sciences (physics, geology); and social sciences (sociology, psychology, political science, economics).

Below are the 2013 world rankings of leading U.S. public universities, by subject area:

Engineering and Technology:

UC Berkeley (4)

UCLA (7)

Georgia Tech (9)

UT Austin (13)

UC Santa Barbara (17)

Michigan (19)

Illinois (20)

Washington (34)

Purdue (45)

UC Davis (48)

Arts and Humanities:

UC Berkeley (7)

UCLA (16)

Michigan (18)

Rutgers (20)

UT Austin (22)

Wisconsin (27)

North Carolina (33)

UC San Diego (35)

UMass Amherst (42)

Pitt (45)

Arizona (49)

Virginia (45)

Life Sciences:

UC Berkeley (6)

UCLA (15)

UC San Diego (17)

Michigan (18)

Washington (24)

UC Davis (25)

Wisconsin (30)

North Carolina (35)

UMass Amherst (38)

UC Santa Barbara (39)

Penn State (43)

Illinois (47)

Physical Sciences:

UC Berkeley (2)

UCLA (9)

Washington (14)

UC Santa Barbara (15)

UT Austin (18)

Michigan (20)

Illinois (24)

Colorado (30)

Wisconsin (38)

Georgia Tech (47)

UC Santa Cruz (48)

Social Sciences:

Michigan (12)

UCLA (12)

UC Berkeley (14)

Wisconsin (21)

North Carolina (25)

Washington (27)

UT Austin (28)

Minnesota (29)

UC San Diego (31)

Ohio State (34)

Illinois (34)

Penn State (37)

Michigan State (47)

UC Santa Barbara (49)

 

 

 

 

 

 

 

 

 

 

Based on Academic Reputation Alone, Publics Would Be Higher in U.S. News Rankings

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Updated December 29, 2014.

The annual U.S. News college rankings are based on a variety of data, much of which is related to the financial resources and selectivity of each institution.  The use of academic reputation alone to determine quality is often derided as being too subjective, yet students repeatedly list academic reputation as the most important factor in their choice of a college.

In the 2015 U.S. News rankings, most leading public universities enjoy a reputation that is significantly higher than their overall rankings.   Based on academic reputation alone, public universities occupy 25 of the top 50 positions; but U.S. News only lists 16 public universities as being among the top 50.

There are discrepancies between the rank and reputation of private elites as well, but for the most part they are minor.

A lost of the top 50 by reputation only is below.  The companion post is The Academic Reputation Ranking in U.S. News: What It Means for Honors Students.

These results can be viewed in at least two ways.  One, we might conclude that many public university reputations are inflated relative to what they actually offer.  Some of this inflation may be based on giving too much weight to academic research.  Or two, we might contend that the overall U.S. News criteria are at fault in over-emphasizing selectivity, class size, faculty salaries, endowments, and alumni giving.

We can see fairly clearly that a few extremely large public institutions suffer in the rankings because of the relatively low percentage of classes with 20 students or fewer, and the relatively high percentage of classes with 50 or more students.   The most striking example is UT Austin, which dropped in the rankings this year.  UT Austin is tied for 25th in reputation, but comes in at number 53 in the latest rankings, down from 52 in 2014 and 46 in 2013.  (Yet students in honors programs at UT Austin would have fewer large classes and more small classes.)

UT Austin’s retention and graduation rates are also lower than they otherwise would as a result of the top ten percent admission rule that permits entry to a sizable number of students whose test scores are below the median.  We do not see a way that U.S. News could adjust for this factor.  Other public universities (e.g., Ohio State, Texas A&M, Michigan State) that operate under state mandates that either require unusually large enrollments and/or admission based on class rank alone will continue to be ranked lower than they otherwise might be.

We also believe the University of Maryland, Purdue, Texas A&M, Indiana, and Minnesota are sharply penalized in the U.S. News rankings, given their strong academic reputations. and relatively high retention and graduation rates.

It is also true that the economic resources of the typical public university student are not as strong as those of a typical student in one of the highly-ranked private institutions, and this fact also contributes to lower graduation rates–not just size alone.  Although there might be a way to adjust for this factor, it is unlikely that U.S. News will do so, partly because of the different levels of financial aid offered by universities.

The discrepancies between reputation and rank are more puzzling in the cases of UC Berkeley and Michigan.  UC Berkeley ranks 6th in academic reputation, but 20th in the rankings; Michigan is 11th in academic reputation but 28th in the rankings.  The former has a freshman retention rate of 97 percent and a graduation rate of 91 percent, both high, especially considering the large number of STEM students at Berkeley, with an undergraduate enrollment of more than 25,000.  Michigan has a freshman retention rate of 96 percent and a grad rate of 90 percent, on a campus with more than 27,000 undergraduates.

In at least some instances, we believe that the U.S. News practice of using both financial resources per student and class size is a “double whammy” for public universities.  In addition, we believe that the rankings should allow strong retention and graduation rates to offset the effects of larger class size.  Finally, universities with a high percentage of STEM students should have an offset factor for their lower graduation rates.  Such an adjustment would improve the rankings of some public and private universities (e.g.,Georgia Tech, Purdue, MIT, Caltech, Johns Hopkins, Cornell, Carnegie Mellon).

Below is the list of the top 50 national universities by academic reputation, showing their academic reputation rank first, followed by their overall rank by U.S. News and by their retention/graduation rates.  An asterisk denotes that a university is ranked higher overall than its academic reputation rank.  The reader can then judge whether the magazine rankings are a sufficient reason to choose a school with a relatively lower reputation.

Princeton (1), (1), 98/97

Harvard (1), (2), 97/97

Stanford (1), (4), 98/96

MIT (1), (7), 98/93

*Yale (4), (3),99/96

UC Berkeley (6), (20), 97/91

Caltech (7), (10), 97/93

*Columbia (7), (4), 99/96

*Chicago (7), (4), 99/93

Johns Hopkins (7), (12), 97/93

Cornell (11), (15), 97/93

Michigan (12), (28), 97/90

*Duke (12), (8), 97/94

*Penn (12), (8), 98/96

Brown (12), (16), 98/94

Northwestern (16), (13), 97/94

Virginia (16), (23), 97/93

*Dartmouth (18), (10), 95/95

Carnegie Mellon (18), (25), 96/88

UCLA (18), (23), 97/90

Georgia Tech (18), (36), 95/82

*Vanderbilt (22), (18), 97/93

North Carolina (22), (30), 97/90

Wisconsin (22), (47), 95/84

*Washington St. Louis (25), (14), 97/94

*Georgetown (25), (21), 96/92

*Rice (25), (18), 97/91

UT Austin (25), (53), 93/79

*Emory (25), (21), 96/91

*USC (30), (25), 97/91

*Notre Dame (30), (16), 96/95

Illinois (30), (42), 94/84

*NYU (33), (32), 92/84

UC Davis (33), (38), 93/84

UC San Diego (33), (37), 95/86

Washington (33), (48), 93/82

*William & Mary (37), (33), 96/90

Ohio State (37), (54), 93/83

Minnesota (39), (71), 90/79

Texas A&M (39), (68), 92/81

Indiana (39), (76), 89/77

Maryland (39), (62), 95/84

Purdue (39), (62), 90/71

*Tufts (39), (27), 97/92

*Boston College (39), (31), 96/91

Penn State (39), (48), 92/85

Florida (39), (48), 96/87

*Brandeis (47), (35), 93/90

*UC Irvine (47), (42), 94/86

**Wake Forest (47), (27), 94/86

*Case Western (47), 38), 93/80

*Boston Univ (47), (42), 92/84

*UC Santa Barbara (47), (40), 92/86

Colorado (47), (88), 85/70

I0wa (47), (71), 86/70

Michigan State (47), (85), 91/78