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									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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