Implementing an Enrollment Cap in a Southeastern Collegiate Flight Program

Abstract

A southeastern land-grant university decided to impose an enrollment cap on its Part 141 collegiate flight program due to increased enrollment pressures and limited availability of training resources.  This article presents a case study of the planning and implementation of an integrated two-stage admission program that focused on selecting students based on academic rigor, preparedness, and aviation readiness.   A diverse selection committee of both military and civilian flight training experts reviewed 493 applicants using a rubric-based examination of aviation experience and essay responses, while excluding standardized test scores and high school grade point averages (GPAs).  In the process, student motivation, ability to perform well on the FAA written exam, and any prior aviation experience were highlighted while avoiding placing a competitive disadvantage on non-pilot applicants.  The quality of the essays and the degree to which the candidate demonstrated dedication to aviation made more difference in a person's selection than licensure alone.  The study concludes with recommendations for incorporating personality and grit assessments in future iterations to enhance predictive validity and reduce reviewer workload.