The admissions policy of the School of Dentistry includes a wide variety of criteria, including qualitative and quantitative information, in evaluating applicants on an individual basis and making decisions as to acceptance into the Dental Education Program leading to the D.D.S. degree. The admissions processes for the undergraduate Dental Hygiene certificate and Baccalaureate (B.S.) degree programs and graduate Advanced Education Programs utilize a mix of cognitive and non-cognitive consideration factors that are similar to the Dental Education Program. Dental Admissions Committees give individual consideration to applicants, and no quotas for any specific group are used. The Admissions Committee considers the application in its entirety and gives importance to the following factors:
- Intellectual capacity, based on consideration of undergraduate and graduate record; academic progression/regression; standardized test scores; academic awards and honors; a history of research accomplishments; degree of difficulty of undergraduate academic program; pre-professional evaluations; personal interview; and any other data submitted
- Interpersonal and communication skills, based on consideration of community or charitable service, extracurricular activities and organizations; leadership positions; employment history; recognition for humanitarian service; awareness and direct knowledge of cultural elements as they may impact on healthcare; expression of future goals in the written essay; statements made on the application or in the personal interview; and any other relevant considerations which the student’s pre-professional advisors may present
- Knowledge of the profession, based on consideration of an understanding of factors that impact access to care, along with the social and financial implications; consideration of the implications of lifelong learning; and demonstrated significant effort in seeking knowledge regarding the practice of dentistry or who have participated in oral health promotion activities
- Potential for service to the State of Texas, based on consideration of the applicant’s goals for the future; size and location of hometown and whether the applicant resides in a Health Professions Shortage Area; potential for future provision of health services to underserved areas or needed specialties; race/ethnicity as it relates to service to underserved and/or underrepresented populations; linguistic skills appropriate to the Health Professions Shortage Area the applicant wishes to serve
- Motivation, based on consideration of success in overcoming adverse personal, economic or educational conditions; employment history occurring simultaneously with undergraduate academic preparation; participation in activities requiring time management skills; experience in health-related activities; and heavier than normal academic course loads
- Integrity, based on consideration of professional evaluations; any academic integrity violation; conduct of a crime; any other relevant background relating either positively or negatively to the applicant’s standard of integrity
- Essential skills, based on consideration of psychomotor skills (fine motor dexterity and coordination) and observational skills (vision, hearing and tactile abilities) sufficient to master the clinical procedures essential to the treatment of oral disease.