Admission vs. Enrollment Management: Separate but Equal? Shani Lenore-Jenkins, Assistant Vice President of Enrollment Maryville University in St. Louis, Missouri www.maryville.edu or 314-529-9300 Jay W. Goff, Vice Provost and Dean of Enrollment Management Missouri University of Science & Technology Rolla, Missouri www.mst.edu or 573-341-4378 NACAC 2008 - Seattle, Washington, USA “If you don‟t know where you‟re going, any path will take you there.” Sioux proverb CORE ENROLLMENT PRINCIPLES • No Enrollment Effort is Successful without QUALITY Academic Programs to Promote • Recruitment and Retention is an On-going, Multi-year PROCESS with Strong Access to Research and DATA • +80% of Enrollments come from REGIONAL student markets for BS/BA degrees • The Most Successful Recruitment Programs Clearly DIFFERENTIATE the Student Experience from Competitor‟s Programs • The Most Successful Retention Programs Clearly Address Students‟ Needs and Regularly ENGAGE Students in Academic and Non-Academic Programs Why Does Your Position Exist? Are you an admission professional or an enrollment management professional? Admission Goals • Recruitment, Profile and Processing Focused – % of inquiries from search process – # of campus visits & telecounseling calls – # of qualified applications and enrollees – % of enrollees that fit desired student profile Basic Admissions/Recruitment Funnel Admissions/Recruitment Plan • New Student Enrollment Goals • Previous Recruitment Performance • Market Assessment and SWOT Analysis • Communication and Outreach Plan/Schedule • What submarkets are being addressed by who, when and how Pre-College Activities (camps, visits, etc) Freshmen Transfers Graduate Students Sub-Markets: traditional vs. non-traditional, campus vs. distance/on-line Special Degree or Certificate Programs The Power of Alignment NORMAL IDEAL Doing Well What is SEM? • Strategic Enrollment Management (SEM) is defined as “a comprehensive process designed to help an institution achieve and maintain the optimum recruitment, retention, and graduation rates of students where „optimum‟ is designed within the academic context of the institution. As such, SEM is an institution-wide process that embraces virtually every aspect of an institution‟s function and culture.” Michael Dolence, AACRAO SEM 2001 • Research • Recruitment • Retention Common Goals of SEM • Stabilize, Growing, or • Evaluate Strategies and Reducing Enrollments Tactics • Increase Student Access • Improve Services and Diversity • Improve Quality • Reduce Vulnerabilities • Improve Access to • Align EM with Academic Information Programs • Predict and Stabilize Finances • Optimize Resources Adapted from Jim Black, 2003 Indiana University Unite the Isolated SEM builds an organizational culture that: 1. better motivates staff and faculty collaboration, 2. demonstrates a dedication to intelligent planning and strategy execution, 3. promotes a stronger passion for academic and student success through shared governance 4. embraces the regular use of solid analytical and data-driven skill-sets. SOURCE: Bob Wilkinson What is included in a Comprehensive SEM Plan? 1. Strategic Framework: Mission, Values, Vision 2. Overview of Strategic Plan Goals & Institutional Capacity 3. Environmental Scan: Market Trends & Competition Analysis 4. Evaluation and Assessment of Position in Market 5. Enrollment Goals, Objectives, & Assessment Criteria 6. Marketing and Communication Plan 7. Recruitment Plan 8. Retention Plan 9. Student Aid and Scholarship Funding 10. Staff Development and Training 11. Student/Customer Service Philosophy 12. Process Improvements and Technology System Enhancements 13. Internal Communication and Data Sharing Plan 14. Campus wide Coordination of Enrollment Activities The enrollment plan serves as the road map for achieving specific institutional goals, typically connected to student body size, enrollment mix, and revenue, while also providing specific indicators on the effectiveness of the learning environment. -Janet Ward, 2005 The Purposes of SEM are Achieved by… Establishing clear goals for the number and types of students needed to fulfill the institutional mission Promoting students’ academic success by improving access, transition, persistence, and graduation Promoting institutional success by enabling effective strategic and financial planning The Purposes of SEM are Achieved by… Creating a data-rich environment to inform decisions and evaluate strategies Improving process, organizational and financial efficiency and outcomes Strengthening communications and collaboration among departments across the campus to support the enrollment program What SEM is Not A quick fix An enhanced admission and marketing operation An administrative function separate from the academic mission of the institution Solely an organizational structure A financial drain on the institutional budget • Net Revenue! SEM Operational Definition • Strategic enrollment management (SEM) is an institution's program to shape the type and size of its student body in accordance with its educational mission and fiscal requirements. • ALIGNMENT: SEM centers on the integration and improvement of traditional student services, such as recruitment, admissions, financial aid, registration, orientation, academic support, and retention. It is informed by demographic and institutional research, and advanced by media messages and public relations. Ideally, SEM embraces all departments and functions in a comprehensive framework to best serve the student and hence the institution. • Jim Black, 2003, AACRAO SEM The Concept of Optimum Enrollment Institutional Mission Academic profile Physical & Degree Virtual Special Programs Capacity Skills Ethnicity & Undergrad/ Gender Grad Residency & Program Housing Capacity capacity Promoting Student Success: The Student Success Continuum Recruitment / Classroom Co-curricular Degree/goal Marketing Orientation experience support attainment Student‟s college career Admission Financial Academic support support Retention The Student Success Continuum Traditional Enrollment Perspective Recruitment / Classroom Co-curricular Degree/goal Marketing Orientation experience support attainment Student‟s college career Admission Financial Academic support support Retention The Student Success Continuum The SEM Perspective Recruitment / Classroom Co-curricular Degree/goal Marketing Orientation experience support attainment Student‟s college career Admission Financial Academic Aid support Retention Moving toward Proactive & Purposeful • Veteran admissions and financial aid professionals have accumulated years of experience and often act instinctively with tactical approaches to recruitment and pricing • Student affairs professionals understand the need to connect with students and frequently initiate new developmental programs to help them succeed • …But putting all of this together, while considering changing environments, internal realities, and external pressures, requires thoughtful planning, systems thinking, and careful analysis 25 Strategic Enrollment Management Planning Elements Planning Elements Constituents • Mission • Academic Affairs • Formal/Informal Expectations • Administrators • Philosophical Underpinnings • Deans • SWOT • Chairs • Vision • Faculty • Goals • Student Affairs • Objectives • Fiscal/Business Affairs • Strategies • Students • Performance Indicators • Alumni •High Schools 26 A Significant Challenge • Creating a unified SEM structure is complicated by the fact that the university is structured to be decentralized and protect academic units from environmental shifts (such as what occurs in enrollments). • Most faculty do not know about (and even more do not understand the importance) of strategic enrollment management. • All faculty, staff and alumni need to know the difference! Core Objectives of SEM • Make Enrollment Programs be Mission Driven • Institutional Culture of Student Success • Integrated in the Institution’s Strategic Plan • Involves Everyone at the Institution • External Partnerships • Assess and Measure Everything • Clear Enrollment Goals Based on Institutional Capacity and Plan • Maintain Appropriate Academic Programs • Creativity and Look Outside of Higher Education for Best Practices • Appropriate Utilization of Technology to Enhance Service Tools & Resources for the Transformation •Data, Data, Data • Strategic Plan • Retention • Financial Aid Leveraging • Budget: income streams, expenditures • Market Analysis/Marketing • Course Offerings: capacity, scheduling, duplication, waitlists • Institutional Policies and Procedures • Key Performance Indicators • Collaboration SEM helps Define and Refine Institutional Vision • Forces institutions to clarify their Market Position • Builds a comprehensive enrollment management plan • Focuses on strategies that will ensure colleges or universities define and meet their objectives • Engages students using creative recruitment, marketing, and retention strategies • Forges dynamic alliances across administrative departments including- Marketing, Admissions, Registration, Financial Aid, Student Services, Recruitment, Retention, Orientation, Academic Support, and Information Services – AACRAO SEM 2003 SEM CASE STUDIES Maryville University's Mission & Enrollment Challenges • Define and Proclaim the Maryville Story • Create an Engaging Campus Culture • Build a Sustainable Environment • Strengthen the Foundation of the University • 3400 Total Students (2800 Undergrad, 600 Grad) • Private Independent • Commuter (1/3 live on campus) • 70% Women, 30% Male Maryville University‟s Focus on Brand Identity Consistency, Consistency! A New Brand Identity Campaign What is Missouri S&T? • Top 50 Technological Research University A Top 50 Technological Research University • 6300 students: 4900 Undergrad, 1400 Graduate • 90% majoring in Engineering, Science, Comp. Sci. • ACT/SAT: upper 10% in nation Ave. Student ACT/SAT: upper 10% in nation • +60% of Freshmen from upper 20% of HS class • 20% Out of State Enrollment • Year Average Placement Rate within 3 96% 5 Year Average Placement Rate within 3 months of Grad months of Grad • Ave. Starting Salary in 2008: +$56,000 Life as a National Outlier Average enrollment is 6,457 75% Average enrollment is 5,615 Missouri S&T 70% 65% South Dakota School of Colorado School of Mines % Engineering Enrollment 60% Mines and Technology Michigan Technological Georgia Institute of University Technology and State 55% Worcester Polytechnic University Institute Polytechnic University Rensselaer Polytechnic 50% Institute Clarkson University 45% Massachusetts Institute of Stevens Institute of New Jersey Institute of Technology Technology 40% Technology 35% California Institute of New Mexico Institute of Technology Florida Institute of 30% Mining & Technology Technology Illinois Institute of Technology 25% 50% 55% 60% 65% 70% 75% 80% 85% 90% 95% % Engineering, Business, Science & Math Enrollment WHY A NEW NAME for University of Missouri-Rolla? effective Jan. 1, 2008 WWW.MST.EDU Missouri S&T: 90% Engineering, Science, & Computing Majors Fall 2007 Total Students 139 2.25% 846 13.72% Engineering Business and IST 206 3.34% Arts and Social Sciences Science and Computing 313 5.08% Non-Degree/Undecided 4,663 75.61% Missouri S&T Enrollment 33% Growth since 2000 Since 2004, 60% of Growth due to Retention Increase 6,500 6,000 Total Number of Students 5,500 5,000 4,500 4,000 3,500 3,000 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 Distance 314 227 233 308 392 476 471 501 469 518 On - Campus 4,673 4,517 4,393 4,575 4,848 4,983 4,936 5,101 5,388 5,649 Fall On - Campus Distance STUDENT RETENTION Status in Fall Semester After One Year Percent Still Enrolled 90 85 80 75 70 6 0 93 94 95 96 97 98 99 00 01 02 03 04 oa 5 06 oa 7 00 01 G 200 G 200 19 19 19 19 19 19 19 20 20 20 20 20 20 l2 l2 Year Graduation Rates 2000 2005 General Student Body: 52% 64% Undergraduate Demographics • Average Age: 21.6 years old • From a Community <40,000: 55% approx. • Gender: – 23% Female • Average Family Income: $72,000 – 77% Male • Average Indebtedness at Graduation: • First Generation College Students: – $21,000 USD approx. – 2005-06: 37% • High Financial Need (Pell qualifier): 24% • Residency: – Missouri Residents: 76% • Freshmen with Credit Cards: – Out-State Students: 22% – 24% – International: 2% – 6 arrive with over $1000 USD standing balance • Ethnicity: – African-American: 4% • Students with PCs: – Asian-American: 3% – 94% – Caucasian: 83% – +70% laptops – Hispanic: 2% – 7% Macs – Native-American: 1% • Students with Cell Phones – Non-resident, International: 2% – 97% – Not Disclosed: 5% SEM at MISSOURI S&T: Record Setting Years Enrollment By Ethnic Group American Indian/Alaskan Native 24 26 23 27 23 21 20 33 38% Asian-American 127 128 137 151 142 158 198 198 56% Black, Non-Hispanic 168 197 213 230 218 237 245 271 61% Hispanic- American 58 63 83 100 100 126 137 139 140% Non-Resident, International 590 723 819 749 600 565 585 619 5% Ethnicity Not Specified 171 179 209 253 298 253 250 242 42% 4,66 White, Non-Hispanic 3,488 3,567 3,756 3,949 4,026 4,242 4,423 5 34% 6,16 Total 4,626 4,883 5,240 5,459 5,407 5,602 5,858 7 33% BOLD: Missouri S&T Record High 2007 International Student Representation: 2.6% of undergraduates, 2.5% of distance grad students, 53.3% of campus grad students Geographic Distribution by Students’ WASHINGTON Home States 62 MAINE MONTANA NORTH DAKOTA MINNESOTA OREGON 1 4 VT 18 2 3 WISCONSIN NH 5 IDAHO 13 MA 12 SOUTH DAKOTA 3 5 15 NEW YORK CT WYOMING MICHIGAN 2 16 RI 5 PENNSYLVANIA 2 IOWA NEVADA NEBRASKA 26 OHIO 12 NJ 43 IN 5 UTAH ILLINOIS DE 15 18 DC 395 WV MD 10 4 COLORADO VIRGINIA KANSAS 16 4 DC 2 20 MISSOURI 12 CALIFORNIA 137 KENTUCKY 4,321 ALASKA 17 NO. CAROLINA TENNESSEE 59 ARIZONA OKLAHOMA 5 ARKANSAS SO. NEW MEXICO 59 CAROLINA 12 61 5 3 MS Legend GEORGIA ALABAMA 8 11 50 or more students TEXAS LA 12 3 110 13 10 – 49 students 12 FL 1 - 9 students All Students, Totals No students HAWAII United States 5,605 1 Other Countries 564 Armed Total 6,167 PUERTO Forces RICO Pacific & 1 Africa Note: Geographic Origin is defined as student's legal residence at time of original admission to S&T. 3 Source: Integrated Postsecondary Education Data System (IPEDS) frozen files, end of 4th week of classes. Revised 9-24-2007. History of SEM The Age of Recruitment 1970‟s thru the mid 1980‟s – Focus on increasing enrollment through enhanced recruiting models and the use of financial aid packaging and leveraging. – Jim Black Suspect Who do we contact and are the specific activities successful Prospect Who contacts us and do they become applicants Applicant Who do we convert to applicants Recruitment Admitted Who do we admit Enrolled Who enrolls Retention/Success Who is successful Graduate Who loves us Active Alumni Post-Enrollment SOURCE: Bob Wilkinson USING FUNNEL ANALYSIS for GOAL SETTING Prospects (10% inquire) 24,000 Inquiries (30% apply) 2,400 Applicants (80% admit) 825 Admits (65% attrition) 685 Enrollees (8% attrition) 270 Matriculated Freshmen 250 History of SEM The Age of Structure Late 1980‟s thru 2005 – Focus on increasing enrollment through enhanced recruiting models and the use of financial aid packaging and leveraging. However, the S.E.M. organizational structure becomes the focal point for implementation – Jim Black The Enrollment Management Organizational Continuum, Jim Black, 2003, EM Structure Whitepaper History of SEM The Age of the Academic Context Focus on integrating S.E.M. models and involving the academic side of the organization. The focus is still on increasing enrollment through enhanced recruiting models and the use of financial aid packaging and leveraging coupled with establishing a S.E.M. organizational structure within the institution but there is now a recognition that academics are important. – Stan Henderson Traditional Core SEM Activities • Determining, Achieving and Maintaining Optimum Enrollment • Establishing Clear Enrollment Goals • Projecting Future Enrollments • Promoting Student Success • Enabling the Delivery of Effective Academic Programs • Generating Tuition • Enabling Financial Planning • Increasing Organizational Efficiency • Improving Service Levels Getting Started with SEM Fundamental steps to the development of a comprehensive recruitment and retention Plan 1. Determine the institution‟s capacity to serve students by degree program and types of students (traditional, non- traditional, graduate, etc.) 2. Establish Goals: need to be agreed upon by all involved 3. Formulate Strategies based on data 4. Develop action plan with tactics and an operational calendar: – What exactly is going to be done – When will it be completed – Who is responsible – How much will it cost – How will you know if it has been accomplished (evaluation) SEM Success & Innovation Models RETENTION PLAN: Syracuse Univ., Youngstown State U RECRUITMENT PLAN: University of Nebraska FINANCIAL AID: Muhlenberg College http://www.muhlenberg.edu/admissions/aid.html STRUCTURE & RESPONSIBILITIES: Univ of Cincinnati ENVIRONMENTAL SCAN: Slippery Rock University BRANDING: Washington State University CAMPUS VISIT: Ferris State University ORIENTATION: Missouri University of Science & Technology CO-OP/INTERNSHIPS: WPI Learning Disabled: Southern Illinois Univ – Carbondale Supplemental Instruction: Univ of Missouri – Kansas City Cross-Campus Enrollment Development Team • Faculty from each division • Execs: Academic, • Admissions Student & Enrollment • Registrar Affairs • Financial Aid • Advising • Campus Housing • Info Tech • Student Activities • Institutional Research • Counseling Center • Minority Programs • Orientation • International Affairs • Teacher Training Director • Cashier/Billing • Faculty Senate Leaders • Pre-College Programs • Reporting Services NOTE: The EDT does not replace the campus recruitment and retention committees Research Plan: How Data Is Used In Strategic Enrollment Management 1. To improve retention 2. To build relationships with high schools and community colleges 3. To target admissions efforts and predict enrollments 4. To recommend changes to admissions policy 5. To examine issues of how best to accommodate growth 6. To improve the educational experience of students 7. To identify needs of unique student groups 8. To project and plan for student enrollment behavior 9. To determine financial aid policies 10. To assess student outcomes Today’s Enrollment Manager • “Successful senior enrollment managers have to operate simultaneously on multiple levels. They need to be up to date, even on the cutting edge of technology, marketing, recruitment, the latest campus practices to enhance student persistence, and financial aid practices.” SOURCE: THE ENROLLMENT MANAGEMENT REVIEW Volume 23, Issue 1 Fall, 2007, Editor: Don Hossler Associate Editors: Larry Hoezee and Dan Rogalski Hossler continued • “(Enrollment Managers) need to be able to guide and use research to inform institutional practices and strategies. Successful enrollment managers need to be good leaders, managers, and strategic thinkers. • They have to have a thorough understanding of the institutions where they work and a realistic assessment of the competitive position in which it resides and the niche within which it can realistically aspire to compete. Furthermore, to be effective, enrollment managers must also have a sense of how public, societal, and competitive forces are likely to move enrollment- related policies and practices in the future.” SOURCE: THE ENROLLMENT MANAGEMENT REVIEW Volume 23, Issue 1 Fall, 2007, Editor: Don Hossler Associate Editors: Larry Hoezee and Dan Rogalski Core SEM Reports • Weekly “Funnel” Reports • Key Performance Indicators (KPIs) • Annual Environmental Scans & SWOT updates • New Student Profiles Prior to Start of Classes • Student Profile after Census Date • Admission Yield Reports by Major, Ethnicity, Gender, Geography, Date of Application • Re-enrollment Reports by Ethnicity, Gender, Geography, GPA, ACT/SAT Scores, HS GPA & Class Rank and Financial Income. Benchmarking Determine Competitors & Comparators: • www.collegeresults.com • College Board: Institutional Comparison • US News (United States) • McCleans (Canada) • Higher Ed Times (Great Britain) • Shanghi Jiaotong (China) What do SEM Leaders Read? In addition to ACT, College Board & AACRAO SEM publications….. • Chronicle of Higher Education • Greentree Gazette • University Business • Inside Higher Ed (like Chronicle, but free) • ACT News You Can Use (www.act.org) • Google News Search: “University Enrollment” • Postsecondary Education OPPORTUNITY • State Economic & Demographic Reviews (OSEDA) • Anything by Michael Dolence, Tom Mortenson, Bob Bontager, David Kalsbiek, Bob Sevier, Richard Whitesides, Bob Johnson, Stan Henderson, and Jim Black • Much, much more RESOURCES • www.act.org (retention study and tracking charts, labor and education policy/tends) • www.ama.com (marketing trends and applications) • www.collegeboard.org (student psychographics • www.collegeresults.org (four-year retention benchmarking) • www.educationalpolicy.org (retention calculator) • www.nces.gov (2007 Digest of Education Statistics) • www.higheredinfo.org (college participation rates) • www.noellevitz.com (funnel analysis) • www.stamats.com (teen and parent trend analysis) • www.wiche.org (student projections) • www.educationtrust.org (k-18 environmental scans and best practices) • www.lumina.org (k-18 research and public policy analysis) • www.greentreegazette.com (higher education issues and news) • www.pewinternet.org (communication and internet trends) • www.postsecondary.org (education trends and issues reports) • www.communicationbriefings.com (tactics and analysis) • Chronicle of Higher Education August Almanac • Recruitment and Retention in Higher Education US Student Environmental Scan Future Students: Demographic and Population Changes • Fewer first-time, traditional students in the overall pipeline until between 2015 -- while older population is growing • More students of color • More students of lower socioeconomic status • More students unprepared college level work WICHE, Knocking on College‟s Door, 2003 & 2008 Factors Most Noted in Choosing a College • Majors & Career Programs Offered • Location/Campus Characteristics • Cost/Affordability • Campus Size/Safety • Characteristics of Enrolled Students • Selectivity Labor Demand vs. Student Interests Source: U.S. Department of Labor, Bureau of Labor Statistics, www.bls.gov/emp/home.htm New Students’ Intended Major 28% 1976-77 to 2006-07 21% 14% 7% 0% Business Engineering Education Biological Computer Social Art, Music, Health Sciences Science Sciences Drama Professions College Board, 2007 76-77 86-87 96-97 06-07 SOURCE: CIRP Student Interest Trends in Engineering Potential United States Undergraduate Engineering Majors All College Bound, ACT Tested Students Interested in Any Engineering Field 70000 65000 60000 55000 50000 (<5%) 45000 40000 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 Number 63653 66475 67764 64571 64937 63329 63601 65329 65776 61648 54175 52112 51445 48438 SOURCE: ACT 2004, Engineering Workforce Study SOURCE: STAMATS Teen Talk, 2005 & Chronicle of Higher Education 2007 Alamenac In-state vs. out-of-state freshmen recruitment funnel ratios SOURCE: Noel Levitz 2006 Admissions Funnel Report SOURCE: College Board, 2007 Constant Growth in One Demographic Market: Adults Over 60 SOURCE: US Census Bureau WICHE, 2008 National vs. Regional Trends WICHE, 2008 SOURCE: US Dept. of Education 2005 HOMESCHOOLED STUDENTS: Number and distribution of school-age children who were home schooled, by amount of time spent in schools: 1999 and 2003 NOTE: Detail may not sum to totals because of rounding. Homeschooled children are those ages 5–17 educated by their parents full or part time who are in a grade equivalent to kindergarten through 12th grade. Excludes students who were enrolled in public or private school more than 25 hours per week and students who were homeschooled only because of temporary illness. SOURCE: Princiotta, D., Bielick, S., Van Brunt, A., and Chapman, C. (2005). Homeschooling in the United States: 2003 (NCES 2005–101), table 1. Data from U.S. Department of Education, National Center for Education Statistics, Parent Survey of the National Household Education Surveys Program (NHES), 1999 and Parent and Family Involvement in Education Survey of the NHES, 2003. PARTICIPATION IN REMEDIAL EDUCATION: Percentage of entering freshmen at degree-granting institutions who enrolled in remedial courses, by type of institution and subject area: Fall 2000 NOTE: Data reported for fall 2000 are based on Title IV degree-granting institutions that enrolled freshmen in 2000. The categories used for analyzing these data include public 2- year, private 2-year, public 4-year, and private 4-year institutions. Data from private not-for-profit and for-profit institutions are reported together because there are too few private for-profit institutions in the sample to report them separately. The estimates in this indicator differ from those in indicator 18 because the populations differ. This indicator deals with entering freshmen of all ages in 2000 while indicator 18 examines a cohort (1992 12th-graders who enrolled in postsecondary education). SOURCE: Parsad, B., and Lewis, L. (2003). Remedial Education at Degree-Granting Postsecondary Institutions in Fall 2000 (NCES 2004–010), table 4. Data from U.S. Department of Education, NCES, Postsecondary Education Quick Information System (PEQIS), “Survey on Remedial Education in Higher Education Institutions,” fall 2000. SOURCE: http://www.postsecondary.org/archives/Posters/192Chart1.pdf COLLEGE COST COMPARISON SOURCE: The College Board 2006, MAP: TIME, November 6, 2006 Student Success Trends SOURCE: ACT, 2007 SOURCE: ACT, 2007 Financial considerations the most common reason for leaving college Financial reasons 40% Other 35% Family responsibilities 30% Class not available / scheduling 25% inconvenient Dissatisfaction with program / school / 20% campus / faculty Completion of degree / certificate 15% Academic problems 10% Finished taking desired classes 5% Personal health reasons 0% Reasons for discontinuing Traumatic experience postsecondary education Military service SOURCE: ELS:2002 “A First Look at the Initial Postsecondary Experiences of the High School Sophomore Class of 2002 (National Center for Education Statistics) MOBILITY OF COLLEGE STUDENTS: Percentage of freshmen who had graduated from high school in the previous 12 months attending a public or private not-for-profit 4-year college in their home state: Fall 2006 NOTE: Includes first-time postsecondary students who were enrolled at public and private not-for-profit 4-year degree-granting institutions that participated in Title IV federal financial aid programs. See supplemental note 9 for more information. Foreign students studying in the United States are included as out-of-state students. See supplemental note 1 for a list of states in each region. SOURCE: U.S. Department of Education, National Center for Education Statistics, Fall 2006 Integrated Postsecondary Education Data System (IPEDS), Spring 2007. Female Enrollments Exceed 57% of All College Students SOURCE: NCES, The Condition of Education 2006, pg. 36 NATIONWIDE HS SENIORS ACT TESTED 2001-2007 1400000 1200000 1000000 800000 All Students Female 600000 Male 400000 200000 0 2001 2002 2003 2004 2005 2006 2007 SOURCE: ACT Top Twenty Graduate Degrees Searched for on gradschools.com since 2004 1. History 11. Physician Assistant 2. Physical Therapy 12. Sports Administration 3. Journalism 13. MBA Communications 14. Fine Arts 4. Social Work 15. International Relations 5. Fashion & Textile 16. Art Therapy Design 17. Counseling & Mental Health 6. Clinical Psychology Therapy 7. Law 18. Public Health 8. Architecture 19. Educational & School 9. Biology Counseling 10. Creative Writing 20. School Psychology HIGHEST ADVANCED DEGREE ATTAINED: Percentage of 1992–93 bachelor’s degree recipients who had earned an advanced degree by 2003, by bachelor’s degree field of study and highest degree attained # Rounds to zero. NOTE: Master‟s degrees include students who earned a post-master‟s certificate. First-professional programs include Chiropractic (D.C. or D.C.M.), Pharmacy (Depart), Dentistry (D.D.S. or D.M.D.), Podiatry (Pod.D. or D.P.), Medicine (M.D.), Veterinary Medicine (D.V.M.), Optometry (O.D.), Law (L.L.B. or J.D.), Osteopathic Medicine (D.O.), or Theology (M.Div., M.H.L., or B.D.). Detail may not sum to totals because of rounding. SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993/03 Baccalaureate and Beyond Longitudinal Study (B&B:93/03), previously unpublished tabulation (September 2005). National Trends Summary 1. Decreasing numbers of high school graduates in the Midwest and Northeast 2. Declining percentage of high school graduates pursuing higher education directly out of high school 3. Increasing numbers of freshmen choosing to start at community colleges 4. Increasing diversity and financial need of future high school graduates 5. Increasing dependence on student loans and a larger percentage of household income needed to pay for college 6. Continued growth in the college student gender gap 7. Ongoing interest declines for non-biology STEM majors SEM Strategies for Success 1. Increase Student Retention 2. Reach-out Further in Student Markets 3. Increase College Participation in Primary Markets 4. Look for Post Retirement Student Opportunities - Certificate Programs 5. Focus on Transfers from 2-year Colleges 6. Further develop Graduate Outreach and Graduate Certificate Programs The Entire Campus Must be Engaged in the Solution “Changing demographics is not simply an issue for enrollment managers—and enrollment managers cannot “do magic” to perpetuate the status quo. Trustees, presidents, deans, faculty, and other administrators need to engage in some serious strategic planning to project manageable goals, not only from the institution‟s perspective, but also from the perspective of providing access and opportunity to this new group of students.” SOURCE: College Board. (2005). “The Impact of Demographic Changes on Higher Education” Additional SEM Professional Development AACRAO‟s Annual SEM Conference: • November 16-19, Anaheim, California • www.aacrao.org EPI‟s Fall Leadership Institute: A Focuson Student Success and SEM • October 23-25, Tucson, Arizona • www.educationalpolicy.org QUESTIONS?
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