Enrollment Management by pengxuebo

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									                Enrollment Management Task Force
                           Final Report



                          6 April 2004




Submitted by:

Jay Bry
Catherine Canney
Lynn Champion
Gary Dupuis
Kimberly Faust
Pam McCafferty
Bonnie McCullough
Lynn Petrillo
Michael Shanley
Colleen Ward
                                     INDEX


Assumptions …………………………………………………………………………… 3

Goal #1     Enrollment and Recruitment Plan …………………………………. 4

      Enrollment Plan ……………………………………………………………….. 4
      Undergraduate Day Enrollment and Recruitment …………………………….. 8
      GCE Enrollment and Recruitment ……………………………………………..11
      Resources ………………………………………………………………………14

Goal #2     Diversity Enrollment and Recruitment Plan ………………………15

Goal #3     Marketing Plan ………………………………………………………18

      Overall College ………………………………………………………………..18
      Undergraduate Day ……………………………………………………………23
      Graduate and Continuing Education …………………………………………. 25

Goal #4     Student Retention Monitoring and Intervention System …………28

Goal #5     Non-degree and Non-credit Enrollment Plan ……………………..31

Appendices
      Appendix A   Massachusetts High School Graduate Projections ………….34
      Appendix B   Undergraduate Program Growth Potential by Department …36
      Appendix C   Recruitment Plans: Undergraduate Day …………………….38
      Appendix D   Enrollment History and Goals ………………………………49
      Appendix E   Housing History ……………………………………………. 54
      Appendix F   GCE Marketing …………………………………………….. 57
      Appendix G   GCE Enrollment Trends …………………………………….63
      Appendix H   GCE Enrollment Projections ………………………………..65
      Appendix I   SWOT Analysis for Enrollment …………………………….67




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                                           ASSUMPTIONS

The Enrollment Management task force developed its recommendations under the following
assumptions:

    1. Future college funding from the state will be based on the formula proposed by the Board
       of Higher Education (BHE). Enrollment is a primary measure by which money will be
       allocated.1

    2. Fitchburg State College remains committed to its current mission. The college seeks to
       achieve this mission through
           a. mutually supportive liberal arts, sciences, and professional majors,
           b. a student-centered environment, and
           c. commitment to the welfare of the larger community and region that it serves.

    3. Fitchburg State College remains committed to its brand.
           a. Small class sizes
           b. Direct access to helpful faculty
           c. Intimate and friendly campus environment

    4. Fitchburg State College is committed to increasing student diversity.




Note:

To target and track effectively recruitment and retention, accurate reports must be available
campus-wide. CRYSTAL licensing is limited. We believe that the College must either expand the
site license or charge a centralized office to distribute pertinent bi-weekly reports to various
campus constituencies.

Additionally, many are not confident in the accuracy of BANNER reports regarding the number
of students in any given program, as errors are noted. This situation should be rectified.




1
 Based on the proposed funding formula, Fitchburg State College’s current funding per student is above
average. To meet average levels, enrollment must increase.


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Goal #1: Develop an enrollment management plan that establishes undergraduate
and graduate recruitment, enrollment, and retention rates.

The Executive Committee requested the development of an enrollment plan with the following
goals to be reached by fall 2008:

    1. Increase undergraduate (day and evening) FTEs from 2773 in fall 2003 to 3400 in fall
       2008
    2. Increase graduate enrollment to fall 2000 levels by fall 2008, i.e. 878 FTEs or 2,480
       headcount.

Based on our research and analysis, the task force believes the undergraduate goal is realistic and
achievable if efforts focus on increasing the degree-seeking undergraduate day population. Data
from the past six years demonstrate that there is almost a one-to-one relationship between day
headcount and day FTE. In contrast, a three-to-one ratio between evening headcount and evening
FTE currently exists. Accordingly, it makes sense to focus growth over the next five years in the
day programs if market forces are favorable. In fact, key indicators support this choice.
     The number of public high school graduates in Massachusetts will continue to increase
        through 2008 (See Appendix A).
     Generally, Fitchburg State College’s day programs are meeting the demands of the
        market both in content and method of delivery.
     Several programs have indicated the potential to grow.
     Campus Living could accommodate the growth in demand for on-campus housing.

While the enrollment model presented below places the burden for growth during this 5-year time
period on the day population, it does assume growth of the undergraduate evening population.
However, there are several current market factors that will make more aggressive short-term
growth in the evening more difficult.
     Increasing competition for market share from traditional competitors and from new
        competitors such as the University of Phoenix
     Limited number of degree program offerings in the evening
     Limited number of alternative program delivery models (such as shorter terms, cluster
        courses, weekend courses, accelerated programs, on-line programs)
     New degree programs will require departmental and college governance approval, and, in
        some cases, BHE approval
     Faculty reluctance to engage in distance learning options due to unresolved union issues

Based on our research and analysis, the task force believes that the graduate goal presented by the
Executive Committee is not realistic. Data from the past six years show that it takes the
enrollment of 2 - 4 graduate students to make one FTE. To reach the goal proposed by the
Executive Committee the College would have to increase enrollment by more than 1000 graduate
students in less than five years. The market factors that would make such a goal difficult to
achieve include:
     Increasing competition for market share from traditional competitors and new
        competitors such as the University of Phoenix.
     Limited number of alternative program delivery models (such as shorter terms, cluster
        courses, weekend courses, accelerated programs, on-line programs)
     Continued changes from the Massachusetts Department of Education regarding
        professional certification standards. This has and will continue to significantly impact
        our on-campus graduate education programs as well as our extended campus programs.


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       Faculty reluctance to engage in distance learning options due to unresolved union issues
       A significant drop in international students applying for graduate programs in the United
        States. This reality has the potential for impacting both our Computer Science and MBA
        programs.

The task force has presented what it believes is a more realistic graduate growth model.
Positioning the graduate programs for a more rapid rate of growth toward the end of the five-year
cycle will also help take the pressure off the undergraduate day programs for the institution’s total
FTE/enrollment count at that time. The models are presented in the following pages.




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ENROLLMENT TARGETS


HEADCOUNT
Program             Fall 2003   Fall 2004   Fall 2005   Fall 2006   Fall 2007   Fall 2008
Undergraduate       2901        3019        3138        3295        3453        3613
Day
Undergraduate       551         533         554         582         609         638
Evening
Total               3452        3552        3692        3877        4062        4250
Undergraduate
Graduate            1465        1565        1665        1765        1865        1965

Total Institution   4917        5117        5357        5642        5927        6215


FTEs
Program             Fall 2003   Fall 2004   Fall 2005   Fall 2006   Fall 2007   Fall 2008
Undergraduate       2608        2671        2777        2916        3055        3196
Day
Undergraduate       165         171         177         186         195         204
Evening
Total               2773        2842        2954        3102        3250        3400
Undergraduate
Graduate            631         626         666         706         746         786

Total Institution   3404        3468        3620        3812        3996        4186




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RECRUITMENT TARGETS

NEW UNDERGRADUATE – DAY HEADCOUNT
Student Type   Fall 2003  Fall 2004                               Fall 2005              Fall 2006             Fall 2007             Fall 2008
Freshmen - Day 632        679                                     731                    793                   848                   907

Transfers - Day       357                   357                   375                    400                   400                   400

Non-Degree - Day      119                   100                   100                    100                   100                   100

Total New Day         1108                  1136                  1206                   1293                  1348                  1407
Student
Headcount


Note: It is difficult to predict attrition rate for the Graduate and Continuing Education student population due to its transient nature.




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                       Undergraduate Day Enrollment and Recruitment

The recommendations for enrollment targets over the next five years result in an increase of 798
undergraduates (unduplicated headcount), taking the college from 3452 in 2003 to 4250 in 2008.
The corresponding increase in undergraduate FTEs would bring the college from 2773 in 2003 to
3400 in 2008.

Because the task force did not have access to detailed retention data during its research period, we
did not feel comfortable projecting annual retention rates. Accordingly, our growth model
assumes a level attrition rate of 30% and relies on new student enrollment to drive total
enrollment growth. (Please refer to Goal #2 for more information on six year graduation rates
and proposed retention initiatives.)

The enrollment management task force anticipates that 89% of the new student growth will come
in the day school. Over the past few years, new student numbers in the day programs have been
growing at a steady pace driven by increasing numbers of public high school graduates,
increasing understanding by high schools of new BHE admissions standards, solidification of the
Fitchburg State brand, and implementation of more effective recruitment plans by the Admissions
Office. Because 90% of the day school population comes from Massachusetts and over 80%
from public schools, Fitchburg State College will continue to benefit from increasing numbers of
Massachusetts public high school graduates through 2008. For the most part, the programs
offered during the day appear to meet students’ needs and do not require major changes in the
short-term. In addition, almost all undergraduate department chairs surveyed indicated the
potential room for growth with only moderate increases in resources. (See Appendix B).

The potential for growth in the day school is strong but will require a controlled approach in order
to mitigate for limited housing and preserve the Fitchburg State brand. One of the biggest
concerns with new student growth (especially if coupled with improved retention rates) will be
meeting the housing demands, especially if the college wishes to stay 50% residential. (Please
see housing section below.) In addition, if we grow too fast we may be unable to deliver on the
Fitchburg State brand of small class sizes, direct access to helpful faculty, and intimate/friendly
campus environment. Our brand helps set us apart from other state colleges; failure to deliver on
the brand will frustrate future students and alienate advocates for the college including high
school and college transfer counselors.

With all these issues in mind, the task force has drafted recruitment plans for freshmen and
transfer day students. (Appendix C). Of particular interest is the need to grow in targeted markets:
      High ability students and those who meet BHE admissions standards
      Minorities
      Commuters
      Transfers
It is also critical to strengthen the college’s relationships with high school guidance counselors
and transfer counselors at the community colleges.

The recruitment plans and marketing plans (presented in goal #3) provide greater detail regarding
suggested initiatives. Our primary objectives include:

    1. Increase the inquiries, applications, and yield of all qualified prospects (meet BHE
       standards).



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    2.    Increase the inquiries, applications, and yield of students of color.
    3.    Increase the inquiries, applications, and yield of commuter students.
    4.    Increase the inquiries and applications of transfer students. (Yield is already strong.)
    5.    Provide quality visit opportunities for prospective students and get more of them to take
          advantage of these programs.
    6.    Improve the Admissions Office’s ability to respond to prospects/applicants in the
          admissions funnel with a high level of personalization and detail through a
          comprehensive communications plan that includes use of the internet as a primary
          method of delivery.
    7.    Update the College Website.
    8.    Establish outreach programs to guidance counselors and community college transfer
          counselor.
    9.    Establish an early outreach marketing plan for high school freshmen, sophomores, and
          juniors.
    10.   Increase the level of involvement of other college stakeholders in the recruitment process.
    11.   Create/control a college message about the city of Fitchburg & the region.
    12.   Continuous improvement of Admissions operations.
    13.   Update existing and create new articulation agreements with state community colleges
    14.   Examine and revise (if needed) the transfer credit policies.

While growth in the undergraduate day programs is possible in the next five years some of the
factors working in our favor during this time period will begin to work against us after 2008.
Specifically, the number of high school graduates in Massachusetts will begin to decline.
Additionally, changes in the economy on the local, state, and national level may dictate the need
to change aspects of the educational product we offer. The housing situation will also pose a
challenge. It is important that comprehensive market research that includes external (demands of
the market, competitors) as well as internal scans be completed in the next few years so the
college has time to position itself to handle the challenges on the horizon. Refer to Appendix D
for enrollment history and goals.

Housing

An additional charge to this task force was to maintain the current proportion of residential
students, which is approximately 50% of the day student population. The following chart depicts
the number of beds needed to accommodate this.


                                                                       Day Headcount               Total Headcount
                                                                         Percent of  Percent of                 Percent of    Percent of
                                                        Fall Day         Residential Residential   Fall Total   Residential   Residential
             Occupancy*         Capacity                Headcount        Occupancy Capacity        Headcount Occupancy        Capacity
 2004-05           1470           1420        103.5%            3019         48.7%         47.0%         3552       41.4%           40.0%
 2005-06           1525           1438        106.1%            3138         48.6%         45.8%         3692       41.3%           38.9%
 2006-07           1600           1438        111.3%            3295         48.6%         43.6%         3877       41.3%           37.1%
 2007-08           1700           1528        111.3%            3453         49.2%         44.3%         4062       41.9%           37.6%
 2008-09           1803           1803        100.0%            3613         49.8%         49.8%         4250       42.4%           42.4%
             * this number is at reporting, which means we need approximately 50-60 more contracts at opening



The increasing demand for on-campus housing coupled with the desire to increase the total
College enrollment while maintaining a 50% residential ratio makes the need to consider



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expanding the housing capacity more critical. However, expanding housing capacity will not be
an easy task since we have not had a consistent occupancy level over the past twenty years. In
fact, there have been two times within that period of time that occupancy fell significantly below
capacity.

Occupancy rate is a major issue since the residence halls are to be a self-funded operation. A
fluctuating occupancy rate can make it challenging to convince the Massachusetts State College
Building Authority (MSCBA) that it should approve the construction of another facility at the
Fitchburg campus. It is the classic ―chicken or egg‖ scenario. Do we build more housing
because we are planning to increase enrollment or must we increase enrollment to support
building more housing. We believe that the housing plan in this report strikes a balance in this
conundrum.

Regardless of past history (see Appendix E), based on the projected enrollment numbers and the
supporting data for those numbers, we believe it is fiscally responsible to expand the housing
capacity at Fitchburg State College. The proposed plan not only supports the growth of the
College in the next five years to its desired targets, but also it is a housing capacity that can be
maintained long-term. This plan is designed to accommodate the growth of the incoming
classes and the returning student population without the need for additional housing eligibility
restrictions in the long term (e.g. super seniors, geographic). In the short term, however, it may be
necessary to implement additional eligibility restrictions in order to accommodate the larger
incoming classes.

Lobbying and planning for new housing must start immediately in order to meet the timeline for
enrollment. Although the plan does not call for any significant expansion of housing to come on-
line until Fall 2007, this only gives a little over two years to lobby for new housing and to get it
approved and constructed. We acknowledge that there are several unknowns that could have
direct impact on our ability to fill the beds such as the development of a housing program at
Mount Wachusett Community College, further expansion at other state colleges or development
of alternative student housing locally. However, given our capture rate of both the incoming
class and returning students, we are confident that we would be able to fill the proposed new beds
with possibly just a slight excess demand remaining. That would be a positive factor.

                                      New
             New Student   Capture    Student         Spring    Return    Return     Total     Less
             HC            Rate       Occup.          Occup.    Rate      Occup.     Occup.    Shrinkage


 Fall 2003           989        72%             712      1292       67%        866      1538       1438
 Fall 2004          1036        72%             746      1320       67%        884      1612       1512
 Fall 2005          1106        72%             796      1375       67%        921      1681       1581
 Fall 2006          1193        72%             859      1450       67%        972      1780       1680
 Fall 2007          1248        72%             899      1528       67%      1024       1870       1770
 Fall 2008          1307        72%             941      1650       67%      1106       1965       1865




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This plan calls for adding 424 beds over the next five years. This is proposed to be accomplished
through expansion of existing facilities, acquiring facilities, and construction of new facilities as
outlined below.

      Fall 2004    Expand Russell Towers           18 beds
                   Acquire Cedar Street Home       26 beds
      Fall 2005    Expand Russell Towers           18 beds
      Fall 2007    Expand Mara Village             90 beds
      Fall 2008    Construct New Facility         275beds

      Total New Beds                              427beds

This plan represents a managed growth that is sustainable for the long-term.

              Graduate and Continuing Education Enrollment and Recruitment

Enrollment

The recommendations for enrollment targets over the next five years include an increase of 100
students each year to the unduplicated headcount. This is considered a fairly ambitious goal for a
variety of reasons. When a new student is added to the headcount, it does not translate into a
sustained number that can be counted over the next four years. A new student may be taking a
graduate course with one of several goals in mind.

1. Professional Development – For example, a guidance counselor may need a specific course in
testing in order to be eligible to administer testing to students. This type of student would be
counted for one semester only.

2. Personal Enrichment – These students tend to come in and out of the college as course
subjects interest them and as time in their life allows.

3. Degree Seeking – Students pursuing graduate degrees often need to complete the program as
quickly as possible (i.e. seeking teacher licensure). They may register for 1-3 courses each
semester, including summers, in order to finish the program in two to three years. The maximum
time allowed for completion of a graduate program is six years but the average student does not
take longer than three years.

Enrollment History

Seekers of professional development represent the largest group of graduate students. Most of
these students are in the field of education which is reflected in the enrollment numbers as
indicated on the enrollment trends chart provided (see Appendix G). Beginning with teacher
certification reform law in 1994, teachers were required to earn professional development points
(PDP’s) in order to maintain their teacher certification. Taking graduate courses is the most
efficient way to earn the mandatory PDP’s. Beginning in 1994, teachers are given a five year
period (or cycle) in which to earn these points. History shows that graduate enrollments
increased at the beginning of each of the past two recertification cycles. The college experienced
increases in enrollments in 1999 and 2000 due in part to this population. In 2000, the college also
secured a contract with a large extended campus partner that added several hundred students to
the headcount. There was also a jump in enrollments in 1998 due to several factors including



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students enrolling in our new MBA and Criminal Justice Programs that were approved two years
prior.
The graduate student headcount numbers begin to decline in 2001 and saw the largest drop in fall
2003. Several factors help us to understand the loss of students:

1. Changes of teacher licensure requirements – In October 2003, Massachusetts teacher
certification requirements changed. In order to meet new requirements, graduate programs
needed to be revised but the Massachusetts Department of Education continued to change and
modify the guidelines throughout 2003. Academic programs were not able to finalize new
curricula and therefore could not accept new students into programs for fall 2003. This was a
serious hindrance to enrollment of new students. Several of our extended campus partners were
forced to delay starting a new program or recruiting a new cohort to an existing program while
awaiting DOE approval. Our on-campus graduate education programs also delayed admitting
new students until curricula were revised and approved.

 2. Increase charges to extended campus partners – For AY 2004, the college increased the
extended campus tuition rate by more than 20%. This caused several partners to move their
business to other colleges. Jenmarc, Inc., our largest agency partner, moved all of its professional
development courses to Salem State College. Primary Sources severed its partnership with us
and contracted with Endicott College. Nypro Inc., our only work force industry partner, moved
their undergraduate business certificate courses to MWCC. All partners stated that the price
increase was the impetus for this change. We are not sure how many smaller partnerships were
lost due to this rate increase.

3. Fewer teachers seeking professional development – Fall 2003 was the end of the second five
year teacher recertification cycle. Most teachers try to complete recertification requirements
early in the cycle and will not take extra courses that do not count towards recertification. Also,
most public schools and many other businesses could no longer pay for employees’ professional
development courses due to the economic situation in Massachusetts.

Recommendations

In order to realize the growth indicated in enrollment targets, the following recommendations are
provided:

       Develop additional alternative scheduling and course delivery options that allow a greater
        pool of potential students to take courses and/or complete a degree program.

       Maintain tuition rates for on and off campus at current rates for at least two years if
        possible, but definitely for the coming academic year. This recommendation applies to
        graduate and extended campus courses.

       Collaborate with extended campus partners seeking district-based licensure programs to
        ensure that Fitchburg State College courses are at least a portion of the required
        curriculum.

       Increase marketing efforts to reach larger audiences and be able to deliver marketing
        messages more frequently using a layered approach.




                                                12
       Research the need for additional graduate courses, certificates, or programs that would
        attract students currently attending other institutions due to unavailable programs here at
        the college.

As the college develops a strategic plan to increase graduate enrollments, the following issues
should be carefully considered and examined:

       Full-time Fitchburg State College faculty are permitted to teach only one course as
        overload per semester. Two courses are allowed during the summer sessions. More
        adjunct faculty would need to be hired to realize our enrollment targets.

       More evening and summer students would require additional building usage and
        associated costs, including air conditioned classrooms.

       Graduate degree seeking students are advised by Graduate Program Chairs who are
        members of the college’s full-time day faculty. For many of the programs, these
        individuals have expressed great concerns regarding work loads. The college would need
        to make certain that appropriate attention is being paid to both the undergraduate and
        graduate programs. One way to do this would be to hire full-time graduate faculty,
        particularly for the larger graduate programs.

       Ensure that GCE needs are considered when making campus wide decisions. For
        example, it is difficult to offer alternative scheduling when the campus is closed on
        Friday, Saturday, and Sunday in the summer or for an extended period during the day
        school’s winter break.

       The GCE student population is very different from the undergraduate day population.
        College policies, procedures, and facilities need to be developed that will make the
        environment more comfortable and welcoming to this population of students.


Recruitment Plans

The Office of Graduate and Continuing Education currently handles all marketing for programs
offered through this division. All initiatives are done in consultation with the college’s Marketing
Team and in some cases with the college’s external marketing firm. Many routine marketing
efforts are deployed each semester as well as special program initiatives as required. The details
of current marketing are in Appendix F. The college does not have an individual (s) responsible
for specific recruitment into graduate and continuing programs. GCE currently has one staff
member for which a small portion of her job responsibilities involve recruitment of graduate
students. A small number of career and/or college fairs are attended. More resources need to be
allocated to the recruitment end of marketing. For example, to realize the Fall 2003 headcount of
2901 undergraduate day students, the college employees 5 full-time admissions counselors. In
addition, open houses to recruit day students involve the work of staff across campus. Open
houses to attract students to graduate and undergraduate evening programs are organized in GCE
with assistance at the open houses from a small number of staff from other offices. A fall 2003
headcount of 2016 of graduate and undergraduate evening students was achieved without a single
full-time professional admission counselor hired for the recruitment of this population.




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Many day students would like to be to take evening course offerings as part of their full-time load
at no additional cost. Evening students would be able to expand their course choices through day
offerings. Since a single undergraduate course day or evening is now the same price, a change in
accounting procedure could credit Day or GCE with appropriately allocated income. It is believed
that students would be more satisfied consumers, as they would be relieved of paperwork and
additional cost. Faculty load could be spread over the day and evening. The task force believes
that the College’s income would grow, as many of the courses now cancelled would be filled. The
number of sections would not necessarily increase except as is required by higher college
enrollments; they would be spread out over time.

We recommend that Graduate and Continuing Education continue with the current efforts but
expand recruitment initiatives through the following methods:

       Contract with an external vendor to complete a market analysis to determine appropriate
        programming. This analysis would need to be repeated every 3 – 5 years.
       Hire a graduate student recruiter
       Develop a graduate view book that could be combined with the application.
       Develop a targeted marketing communications plan using the web that would allow the
        college to speak directly to individual program audiences.
       Design a ―one college‖ system of registration that would allow students to take courses
        anytime between 8:00AM and 10:00 PM

                      RESOURCES TO INCREASE ENROLLMENTS

Graduate and Continuing Education

       Professional graduate recruiter
       Additional full-time faculty designated as graduate faculty for large graduate programs
       Adjunct faculty as additional sections are implemented
       Increased marketing budget (radio eliminated in FY05 due to budget constraints) to
        include such items as market analysis, web redesign, and internet communications plan
       Staffing during alternate time frames
       One support staff for the Professional Development Center

Undergraduate Day Programs

There are resources required simply because of an increase in the total undergraduate student
body, projected over five years. These are estimated to be:

   Financial Aid: 25% of the fee revenue for each new student. This is the current ratio of
    spending and is in line with fee increase projections.
   Academic Affairs: Approximately nine faculty for the Liberal Arts and Sciences requirement:
    This number is based on the estimation of increased sections for these subjects.
   Facilities: budget increase of 15% - 20%
   Admissions: One seasonal clerk (December – March), PSAT name purchase and target
    mailing ($2000)
   Marketing: one full-time public relations position to enhance the College’s external image




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   Student Affairs: Increased staffing is needed for the 11 offices that comprise student services.
    Specifically, it is estimated that 21.5 professional positions, five secretarial/clerical positions,
    and six paraprofessional positions will be needed. This would accommodate the increase in
    residential students and the programs and offices heavily used by those students, as well as
    the needs of the larger population in general. Additionally, funding for programs and student
    workers must be increased.

There are additional resources required to increase students in specific majors to be projected
over five years. These are estimated to be:

   15 – 20 full-time faculty
   Additional adjunct faculty would be needed
   Additional secretarial support to increase one half-time position to full-time
   Computer Science and Computer Information Systems: A long-term commitment of money
    for certification and the concomitant expenses to meet certification standards.
   Education: learning technology such as students will encounter in the school systems (The
    department estimated $50,000 for this.)

The enhancement of some facilities would aid in the recruiting effort, in scheduling of an
increased number of classes, and, perhaps, in retention.

   In order to increase significantly enrollments in science, a new and/or renovated science
    facility, including one additional chemistry laboratory is needed. It is extremely difficult to
    recruit high school students because of out-dated laboratories, and the pursuant perception
    that the programs are also out-dated.

   In order to schedule classes in adjacent rooms, Conlon Music must be sound-proofed.

   The cleanliness of buildings is important both to recruitment and retention.




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GOAL #2: Develop a student diversity enhancement plan to improve admissions
yields, retention rates, and graduation rates of minority students.

As this area was being researched, it became apparent that efforts to increase diversity are being
attempted but not with any regularity or consistency. On the one hand we are facing stiff
competition to enroll qualified minority students in our programs. Other schools in our area are
also trying to enroll those same students. We must work harder to create an attractive alternative
to our competition.

On the other hand, the immediate areas of Fitchburg and Leominster have high concentrations of
ethnic minorities such as Hispanic and Hmong populations. Yet, we do not actively recruit those
students. Not much is known about their academic qualifications or desire to attend college but
that information could be culled through discussions with the local school officials.

Historically, FSC has maintained approximately a 5 to 7% minority student population. This is
far below the area’s minority population. In order to comply with BHE standards we must
increase our minority population by competing for minority students in the Boston/495 beltway
area and by exploring the feasibility of recruiting more minorities from the areas immediately
surrounding the campus.

Goal: to improve the enrollment and retention of minority students

       Objective 1: Create a campus culture more appealing to minority students. A satisfied
        student is the best form of advertisement for our College. If minority students are
        comfortable on our campus, we will most likely see chain enrollments develop i.e. new
        minority students will follow their friends to FSC.
            o Make the office of Minority Affairs more visible on campus by expanding its
                outreach efforts
            o Create a ―Diversity House‖ modeled on the W.E.B Dubois House at the
                University of Pennsylvania
            o Revive African-American Fraternities and Sororities on campus
            o Seek support of minority-owned business funding for the Annual Heritage Ball
                so that it can be held closer to Boston in order for parents to attend
            o Increase publicity of the African American studies program
            o Work with Chartwells to incorporate more ethnically based meals or foods in the
                campus dining hall.
            o Showcase minority alumni on campus
            o Recruit additional minority faculty and staff

       Objective 2: Increase enrollment of minority students. The Office of Admissions has
        identified specific ―majority minority‖ schools that do adhere to the BHE’s approved
        curriculum. This work must continue to be supported both in a policy oriented and
        financially oriented way.
            o In conjunction with Office of Minority Affairs, establish a good rapport with area
                 guidance counselors
            o Solicit recruiting input from current minority students in a focus group format
            o Have office of Minority Affairs assist with tracking progress of student
                 applications
            o Increase numbers of minority students in programs such as the Summer Bridge
                 Program
            o Use minority alumni as recruiters in ―majority minority‖ schools


                                                16
o   Explore funding in addition to the Access program
o   Outreach to TRIO: programs such as Gear Up and Upward Bound
o   Increase Admissions budget by $2000 specifically to attend specialized
    admissions fairs targeting minority students




                                  17
GOAL #3: Develop a marketing plan to support recruitment and diversity plans.

Goal: to reach a level of 3613 day school and 2603 graduate and continuing education within
five years.

I. Overall College Marketing/Promotion
Although the college has enjoyed considerable success in increasing traditional student
enrollment over the last three years, considerable time and resources will be needed to continue
that upward trend. Particular attention must be given to:

    A. Continue the branding effort through both general and specific radio campaigns in both
       spring and fall including bringing back radio ads for GCE which were discontinued in
       FA03 due to budget constraints.
    B. Improve the academic product
    C. Continue work with the city to enhance/upgrade the college neighborhood.
    D. Identify student targets that represent opportunity and the issues that influence each
       target. Improving the comprehensive enrollment strategy that places greater emphasis on
       a targeted communications process designed to build relationships. Increasing the
       college’s enrollment yield will require efforts, activities and campaigns designed to pull a
       prospect through the admissions funnel. By segmenting individuals and communicating
       to these segments in meaningful ways, with content specific to their interests, Fitchburg
       State can convert prospects to students. This segmented communications platform would
       be designed to ensure each prospective student receives timely, informative, integrated
       and personalized communication from Fitchburg State
    E. Continuing and improving the traditional delivery of: printed collateral materials and
       letters, events and high school visits, open houses, and the targeting of high school
       guidance counselors, school district professional development coordinators and area
       business human resource directors.
    F. Continuing web site improvements, including a redesign of the upper tiers and an
       increase in interactivity for prospective students. An automated web and e-mail based
       platform capable of personalized communication to selected targets should be developed.




A. Expanding the brand
Close to four years ago, armed with research that suggested Fitchburg State suffered from low
awareness and recognition, a concentrated brand development effort began. Focus groups were
conducted and appropriate market research complied.

Each focus group and the supporting secondary research offered strikingly similar conclusions,
from which the themes of community and size emerged. Specifically, the following
characteristics formed the positioning platform that became the Fitchburg State College brand:

               Small class sizes
               Direct access to helpful faculty
               Intimate and friendly campus environment

These characteristics spoke to the need of establishing a simple, easily communicated brand that
honestly portrayed the college and resonated with prospective students.



                                                18
While Fitchburg State has experienced success with its brand development efforts, continued
refinement and study is needed to realize the enrollment goals. With anticipated increases in the
level, quantity and quality of admissions based communications comes a need to further refine
and extend the Fitchburg State brand. Specifically, as the college considers highly targeted
communications, it should narrow the brand focus and message to relate, as directly as possible,
to the prospective student’s specific interests, needs and course of study.

                                      Research and Integration

At the heart of this refinement process is research that identifies the key attributes that influence.
Because of the potential number of databases proposed, it would be nearly impossible to identify
messaging strategies for all; so a more generalized, but no less personal, approach is
recommended for timely implementation. Detailed information will be provided as databases
populate, so over time the proposed automated platform will become a great source of research
for the college.

Utilizing an approach that relies on The College Board2, existing institutional research, the
recently completed student satisfaction study and focus groups for each targeted segment,
extended messaging platform can be developed. General themes for each segment will be
identified and then integrated into the existing brand to speak to recruits in ―one voice‖.

To effectively achieve the stated objective, total integration of the database system with the
overall marketing and brand development efforts of Fitchburg State is critical. Each message
extension will be carefully tied back to the existing brand themes of size, community and
individualized attention to continue support of the fledging Fitchburg State brand.

This process will provide general themes that will refine and extend the Fitchburg State brand to
the vast majority of targets. Specific facts and figures relating to major, campus activity, athletic
interest and the like can then be added to round out the communications.

Considering the last focus groups and market studies were conducted nearly four years ago and,
in many ways, both the college and its marketing has evolved since then, the proposed research
will also be used to cost effectively:

           Confirm and build on past findings
           Study competitive concerns
           Refine and revisit the student/parent target
           Refine and reexamine geographic targets
           Refine and reexamine demographic targets


In addition to the above, a specific survey directed at the guidance counselor should be
considered. A counselor’s view of the college is often quite influential in determining whether an
individual applies. Fitchburg State now has little knowledge of these impressions and will have
difficultly executing the recommended communications effort without direction. A relatively
simple mail survey with selected phone follow-up is recommended.




                                                  19
2 The College Board Opportunity
       The Admitted Student Questionnaire Plus administrated by the College Board represents
       an ideal and cost effective way of obtaining primary research that can fulfill many of the
       college’s needs. This annual report would deliver most of the specialized data necessary
       to refine the marketing activities. The questionnaire can be customized to a certain extent
       to address specific concerns on campus and would quickly and efficiently provide a
       quantifiable foundation. This information will not be available for the initial launch of the
       automated platform, but will provide important data as the campaign goes forward.


                                           Implementation

Even with the use of a controlled number of general themes, implementation could prove
difficult. To simplify the content development process, a series of stories and antidotes, of
students, alumni and professors, should be considered to illustrate the college’s brand in
compelling and memorable ways. The characteristics and attributes identified in each focus group
would be portrayed in these stories so they may provide a rich portrait of the Fitchburg State
experience while fulfilling the specific needs of the campaign.

The use of these stories will overcome the daunting task of content generation, particularly
helpful in the first year of implementation, and will create the elusion of a highly personalized
message. These stories will be put into a data base, like the other information, for easy retrieval.
The college seems to have an abundance of appropriate antidotes, but there are most likely many
other useful stories that can be solicited. In soliciting these messages, the college will have a
unique opportunity to present, discuss and reiterate the college’s brand characteristics to all of its
constituents.

Assuming the stories and antidotes can be identified in a timely manner, the complete
implementation of the proposed automated platform, with extended brand messaging in place,
should take no longer then 120 days. Training of the Admissions staff would begin during the
implementation and should take approximately 30 days.

B. Improve the academic product
A number of academic programs at Fitchburg State represent great opportunity and potential but
have, for a number of different reasons, been under performing.

A long-term initiative to improve the success and effectiveness of Fitchburg State’s academic
programs is recommended. To begin this initiative the following must be examined:

           Programs that represent opportunity and have the potential for growth
           Challenges facing the programs that represent opportunity
           Specific marketing assistance needed to promote identified programs
           Current and projected national and regional educational trends in higher education

Considerable study will have to be done to fully and completely identify the most promising
programs. This effort should start with a comprehensive environmental market evaluation that
investigates:

           Facilities
           Faculty and staff



                                                  20
           Application and enrollments rates
           Retention rates
           Curriculum
           Student satisfaction
           Program structure

The findings from the above evaluation should then be combined with data on national and
regional educational trends to complete the valuation and assessment process.

Phase two would then use the data obtained to begin to make program improvements.
Unfortunately this initiative will not offer Fitchburg State immediate opportunities, as it will take
a number of years to complete. However, it is critical that the college address the
underperforming programs for its continued long-term health.

Admissions will need to coordinate with and rely heavily on Institutional Research to achieve this
objective as they will most likely refine the process above and lend needed expertise.

In addition, the college should seek to refocus selling points for some majors across campus.
Among the examples are:

        Biology. With the enhancement of Environmental Sciences, the 100-acre land
        management parcel as a laboratory for applied learning could be highlighted. So, too,
        could the strong biotechnology component of the major, as graduates can easily move
        into this field.

        Economics. High school students know relatively little about this major, or what career
        paths they could pursue upon graduation. A brochure that describes the field and
        delineates career possibilities would be helpful.

        Geo/Physical Sciences. The name of the department should be changed to something that
        is less confusing and more descriptive of what the department offers. According to
        admissions, the current name does not resonate with prospective students. Another
        suggestion is offering field courses for credit. This is a department that could offer, and
        then advertise, its many opportunities for field study. For example, the department goes
        on a field trip each year sponsored by the Geo/Physical Sciences Club. This trip is
        popular, and students learn a great deal of subject matter, yet it is not a credit-bearing
        course. Other opportunities include affiliating with Sea Semester, Boston University’s
        station in Ecuador, and George Mason University’s station in the Bahamas. These
        courses would carry an additional cost; the department should decide whether they would
        be electives or required. Either option would help promote the department. Finally, the
        non-traditional student population should be targeted.

        Human Services: This major carries an image associated with a low salary after
        graduation. However, most of the graduates from our program become
        administrators/supervisors/directors. The majority of lower salary employees in the field
        have associate degrees. This department gives students the skill set to become managers
        and obtain higher pay scales. This point should be emphasized.

        Industrial Technology: Highlight the 97% placement rate with starting salaries often at
        $50,000-$60,000. Market to industrial technology teachers, as many in the region are
        graduates of our program.


                                                 21
        Sociology: People do not fully understand sociology as a discipline, and are unaware of
        the career paths a graduate can take. A brochure that addresses not only potential careers,
        but also lists what positions recent graduates hold in areas of public policy and social
        work would help to educate potential students about this field.

        Special Education: Highlight the 99+% placement rate as well as the opportunity to get
        dual certification in Elementary Education and Special Education.

        Theater: There is a theater major in the English department and a technical theater track
        in Industrial Technology. A marketing piece that addresses both may be useful not only
        in preventing confusion for potential students, but, more importantly, in highlighting the
        breadth of knowledge a theater student approaching the field from either aspect could
        obtain. The brochure should also highlight the accomplishments of the students in the
        theater major, as well as the potential job market for those in the technical side of theater.

C. Continue to work with city officials to upgrade the surrounding neighborhoods. One of
the most significant deterrents to enrollment is the college’s location, and the perception that both
the city and region are deteriorating and/or dangerous. Specifically, it would enhance the
college’s image to have a small enclave of businesses that cater to students in the immediate area.
Examples of the types of businesses suggested are: Bertucci’s, Starbucks, Newbury Comics,
Borders or Barnes and Noble, a movie theater, and an internet cafe. The notion is that businesses
that are more upscale in nature would not only replace the vacant storefronts and balance the type
of storefronts that exist between the college and the downtown, but also would provide safe and
desirable off-campus destinations for students, especially on the weekend.

Additionally, this revitalization project would help to mitigate the crime and drug statistics that
are frequently published about the city by providing the perception of a buffer zone between the
college and the ―outside world.‖ Although all cities experience crime, many colleges have around
it a region perceived to be a ―safe area.‖

D. Connect with markets that have significant opportunity.
In years past, the college attracted a significant number of students for the day program from
Boston, the towns immediately northwest of Boston (Chelmsford, Tewksbury, Wilmington), and
the South Shore (Hudson, Maynard). There should be a deliberate attempt to reconnect with the
guidance counselors from these areas. Additionally, we may have an opportunity to keep the
Fitchburg State College name in the public eye in places such as Worcester. Even though there
are many colleges in that city, students could easily choose Fitchburg if they knew the variety and
quality of what we offer.

E. Publications
New publications should be designed that provides the student with a rich impression that is
competitive with other institutions delivering high quality printed materials. A limited number of
four-color publications should be continued, but by delivering supporting materials in two color,
the college reduces costs and begins the inevitable move towards electronic communications. The
automated communications effort will do a better and more comprehensive job of relating to the
prospective student then static publications. In the coming years these publications should play a
less important role, so to control costs the college must carefully examine the quantities printed
and adjust accordingly each year.




                                                 22
F.Web Site Redesign
In fiscal year 2005, the college should consider a web site redesign. The increased importance of
the web in the college search process and the decreased reliance on publications makes
www.fsc.edu the single most important marketing tool the college has.

Specific recommendations should be formulated this coming year, but any redesign should focus
on an improved virtual tour, found to be second only to an actual campus visit in attracting
students. As the web continues to evolve and technology advances, the college’s three year old
site seems like an ideal candidate for redesign and revision.

II. Undergraduate Day

Automating for Accurate and Immediate Response

The proposed segmented platform would run on HTML to facilitate automated and timely
communication. Each prospective student will be encouraged to log on to a personalized web
page populated with their academic and extracurricular interests as identified from a
questionnaire administered as each student begins this process. This approach, when combined
with web tracking software and ―opt-in‖ e-mail tactics, will continue to mine for the specific
interests of each prospect and begins a truly personalized dialog.

This dialog is facilitated by an assigned admissions counselor who will periodically communicate
through email to continue to address each prospect’s academic, extra curricular and/or social
interests. This communication can also encourage campus visits,
update the prospect on the status of their application, direct the prospect to available financial aid
options and with the permissions of the prospect, kept a high school guidance counselor apprised.

The databases that this platform relies on must be fully compatible with Banner and have the
ability to interface with mailing activity to offer efficient and immediate response to most
requests. The recommended infrastructure will also allow the college to capitalize on the growing
importance of the Internet in the college search process and the growing popularity of electronic
communication among teens.

Identifying Targets
This increased use of technology will allow Fitchburg State to embark on communication efforts
that attract specific populations in a highly targeted fashion. While segmentation efforts will
significantly benefit in the recruitment of all students, it will allow the college, for the first time,
to truly reach out to specific targets in completely customized ways. Recommended targets
include:

            Students of High Abilities
            Transfers
            Commuters
            Minorities
            Guidance Counselors

Students of High Abilities
        Fitchburg State has been successful over the last few years in increasing applications.
        But, with increased applications comes higher rejection rates, which can be helpful in
        positioning the school as more selective, but creates an added burden for the Admissions


                                                   23
        staff. Academically gifted students ease that burden while improving the college’s
        stature. Yield rates have traditionally been quite difficult for this population, but because
        students of high abilities tend to use and value the Internet more and will thus have a
        greater propensity to continue an on-line dialog with an admissions counselor, the
        automated platform represents an ideal opportunity. The college might want to consider
        selecting specific majors to target within this group. Because of the inconsistencies
        between programs, some areas of study do not represent a realistic opportunity.

Transfers
       When a prospective student is rejected for admission as a freshman, they become an ideal
       future candidate for transfer. With most of the important information necessary to recruit
       in existing databases and BHE standards relaxed, these individuals represent an ideal
       target. Specific communications that address particular concerns, delivered at appropriate
       intervals, can facilitate incremental enrollment.

Commuters
     With the college’s residence halls virtually full, any significant increases to the student
     population must come from commuters. Strong localized high school outreach should
     remain the cornerstone of this initiative with possibly greater emphasis, in the coming
     years, placed on high schools within a 40-minute drive of the campus. Because campus
     visits/tours consistently rank as the most important influencer in the college selection
     process, particular emphasis should be placed
     on encouraging local high school students/groups to visit. Databases can be created to
     facilitate this dialog, provide incentive to visit and address the issues of interest to
     commuters.

Minorities
        Diversifying the student population enhances the character of any institution of higher
        education and can be particularly beneficial for Fitchburg State. Because of multiple
        factors, that seem to be led by geographic challenges, the college has not done
        particularly well in recruiting of minorities. Through direct outreach efforts and specific
        communication that emphasizes the programs and organizations available to minorities,
        Fitchburg State can begin to create a more racially diverse campus. Particular emphasis
        should be placed on available support services and, where applicable, summer programs
        that can facilitate admission through improved academic standing.

Guidance Counselors
       Guidance counselors are an influential target that has had no specific marketing effort
       directed toward them. Counselors often establish and retain certain impressions over the
       years that are not entirely consistent with an institution’s present state. It is incumbent
       upon Fitchburg State to determine and then direct a counselor’s impressions in a positive
       manner. Through a series of postcards, emails and by providing a web page specifically
       designed for the guidance counselor, the college can positively influence this target. Each
       of these efforts represents an extension of existing initiatives to facilitate implementation
       on a limited budget.

Tracking and Assessment

This automated system driven by segmented databases offers a distinct advantage over most
traditional marketing communications. Results can be accurately, effectively and automatically
measured.


                                                 24
This is of particular importance to Fitchburg State where tracking has proven difficult. Email and
personalized web page activity as well as the response rates associated with them can and will be
tracked automatically and reliably. To assure the success of this campaign, continual assessments,
refinements and adjustments will be necessary. The quantitative measures automatically supplied
through this platform facilitate these adjustments by providing nearly instant assessment.

Initial benchmarks are noted below for each of the college’s marketing activities. Not all
marketing activities can be tracked, for some activities measurement is often difficult or highly
inaccurate. However, the items listed below represent activities that can and will be carefully
measured and assessed based on the established benchmarks. These activities should provide an
accurate and reliable gage on overall success of the marketing efforts.

Expected Response Benchmarks

       Advertising:
         External web site hit increases of 25% to 30% during each advertising cycle

       PSAT Mailing:
              BRC (business reply card) response of 2.5% to 3%

       Search Piece:
                BRC response of 4% to 5%

       Open House Postcard:
              Reservations response of 7% to 8%

       Viewbook:
              25% to 30% of Viewbook recipients submit applications

       Automated Email:
              25% to 30% of students receiving automated emails continue dialog
              35% to 40% of students receiving automated emails submit applications
              40% to 45% of applied students receiving and responding to automated emails
              submit deposits

III. Graduate and Continuing Education

Marketing for the programs offered through Graduate and Continuing Education is primarily the
responsibility of staff in that office. Large marketing initiatives and special program campaigns
are determined in collaboration with the college’s marketing team. Graduate and Continuing
Education also out-sources segments of the marketing work such as media buying to the college’s
marketing firm, Croston and Carr.

To promote semester course offerings, GCE initiates the following marketing activities three
times each year:

       Production and distribution of a course bulletin
       Production and distribution of a mini-course bulletin
       Placement of semester course offerings on the web


                                                25
       Newspaper ads
       Radio ads (not done in FY04 due to budget constraints)

In addition, separate postcard campaigns are used for target audiences for Winter and Summer
Sessions. Each semester, select programs and/or courses are marketed to specific populations as
well (see detailed marketing efforts in Appendix F).

We recommend the continuation of the efforts currently used with expansion in the areas noted in
the overall college marketing section of this report. In addition, consideration should be given to
expansion in the following areas:

Web Page Redesign/Enhancement

We have already noted the need for the college to undertake the redesign of the web. Special
attention should be given to the academic program web pages. Graduate and Continuing
Education students are generally very focused on the specifics of the degree needed for career
advancement and/or job placement. It is essential that the links to academic program sites contain
the information needed to make a positive decision to pursue a particular degree. Academic
program sites should contain consistent information presented in a professional look.
Undergraduate day students need to be able to access academic program information in the same
way. The distinction between the two is that the typical day student will want more information
on the total college experience and are apt to view more of the college’s web pages.

Recommendation: Redesign academic program web sites for consistency and accuracy. These
sites would include information about the department’s undergraduate and graduate programs.
Links from these pages could be developed that would bring students to departmental maintained
sites for those departments that choose to have them. This would eliminate the need for
departments to create their own web sites but still allow those with the interest and skills to
develop and maintain their more personalized site. In order to keep these sites current, the
college would need to assign responsibility to an office for their regular review. This might be
done in tandem to the annual review of the college catalog.


E-mail Communication

Both traditional and non-traditional students rely heavily on e-mail communication to ask
questions and obtain information regarding program and course offerings. Currently, students are
asked to provide email addresses that are recorded in Banner. Course schedule changes,
information on new programs, special events, upcoming registration periods, etc. might best be
communicated through email. For example, MBA students could be emailed that program
section of a semester schedule with reference to the web for complete details.
Recommendation: Explore the most efficient method of creating an email communications plan.
For instance, current students might receive program specific information through their FSC
email account.

Recruitment For Programs

GCE currently has one staff member for whom a small portion of her job responsibilities involve
recruitment of graduate students. A small number of career and/or college fairs are attended.
More resources need to be allocated to the recruitment end of marketing. For example, to realize
the fall 2003 headcount of 2901 undergraduate day students, the college employees 5 full-time


                                                26
admissions counselors. In addition, open houses to recruit day students involve the work of staff
across campus. Open houses to attract students to graduate and undergraduate evening programs
are organized in GCE with assistance at the open houses from a small number of staff from other
offices. A fall 2003 headcount of 2016 of graduate and undergraduate evening students was
achieved without a single full-time professional admission counselor hired for the recruitment of
this population.

There is a distinction between recruitment for day students and evening students. Most day
students register for a full-time course load while GCE students register for a course or two in any
given semester. A large portion of the GCE students take courses with no intention of enrolling
in a degree program. GCE students take courses over five semesters rather than two but may not
attend every semester. If one examines the unduplicated headcount over five semesters, it is clear
that GCE services many more students than indicated by the fall headcount alone. GCE
marketing efforts attempt to reach the individual seeking professional development, personal
enrichment and lifelong learning as well as those needing a full degree program. This distinction
highlights the need for a separate professional focusing on recruiting students into programs.
Recommendation: In order to increase the unduplicated headcount and secure more degree
seeking students, an additional professional staff member is needed in Admissions for this
recruitment.

Customer Service

Customer service is of prime importance to keep students enrolled at the college. In July, 2000,
all registration for GCE students was moved to the Registrar’s Office. The majority of the GCE
students no longer have direct contact with GCE staff. Their primary contact is now with the
Registrar’s staff. We need to ensure that staff in every office who deal directly with students—
day, evening, graduate, life long learners—keep current information and provide the best
customer service possible. Graduate and Continuing Education students do not have an
orientation to the college as this population is very fluid so determining how to reach them all
through an on-campus orientation event is problematic. Therefore, there interaction with a
registration clerk or other office staff member often becomes their introduction and perception of
the college. Competition for students is keen among the colleges. This is especially true for GCE
students who tend to be more mobile and willing to take courses where they will get the best
value for their dollar. We need to offer them the best service possible to keep them coming back
to FSC for their continuing education needs.




                                                27
GOAL #4: Establish a student monitoring and intervention system.

Increasing our College retention rates is a goal that must be viewed as the culmination of a long-
term process. As retention/graduation rates are often calculated in six year increments, to
improve our six year graduation rate (currently at 44%) we must begin to work with the freshmen
currently on campus. More freshmen returning next year to be sophomores will strengthen our
base of committed students. It must be noted that retention is exponential in nature. Each year’s
retention numbers are a function of the base number of students. The more students we retain in
one year, the higher the likelihood of retaining more in the following year.

As we do not have access to well-documented retention reports for FSC, we must rely on industry
standards to formulate our retention targets. An increase in retention of 3% to an overall rate of
47% in the next 5 years should be within our reach. To accomplish this target we suggest the
following short and long-term approaches.

Goal: to use student retention and graduation data to illuminate issues, measure progress, and
drive decisions to improve student retention and graduation.

       Objective 1: Creation of a centralized system of tracking and monitoring retention data
           o As this report was being developed, it became clear that FSC does not have a
               centralized system of tracking and monitoring retention data. Frequent requests
               for data were often answered by blaming the intricacies of the Banner system and
               the lack of experience of FSC personnel in mining data from Banner’s data
               banks.

            o   For any enrollment/retention plan to be successful, we believe responsibility for
                this plan must be housed within one office under the auspices of one academic
                officer.
                      The responsibility will include monitoring enrollment and retention data,
                         creation and implementation of entrance and exit surveys, the generation
                         of yearly reports documenting the trends/successes/problems with
                         enrollment and retention, the timely distribution of reports to the
                         admissions office as well as individual departments, and follow-up with
                         the various offices or departments to guide and assist them as they
                         respond to their reports.

       Objective 2: Collect, categorize, and report retention and graduation data.
           o Collect and track retention data by the following characteristics
                    Major
                    Traditional/nontraditional
                    Transfer/first-time freshmen
                    Residential/non-residential
                    Demographic characteristics
                    Grade Point Average

These data will be used to generate yearly reports distributed campus-wide. Each department will
be made aware of its retention losses and will be asked to formulate a plan to address those
losses. The department chair will be responsible for submitting a report prepared by the
department in which action steps to increase retention will be described.




                                                28
            o   Collect information on possible transfer students
                     Implement contract with National Student Loan Clearinghouse to track
                        courses of our students who may transfer to other schools
                     Identify the purpose of enrollment at FSC—at the time of enrollment
                        (with entrance survey) students will be asked if they intend on
                        completing a degree or if they only intend to complete a few semesters
                        before transferring to another school.

We believe a substantial number of our students who ―drop out‖ may not be leaving higher
education, but merely leaving our campus. If students did not intend to complete the bachelor’s
degree here but thought of us as a bridge to another school, it is important that identify that
behavior so as to not inflate our ―drop out‖ numbers.

       Objective 3: Collect, categorize, and report at-risk behaviors
           o Identify at-risk behaviors such as low H.S. grades, full-time work, single parent,
               low level of aspiration, planned stop-outs, etc. at time of enrollment with an
               entrance survey
           o Those students found to have at-risk behaviors will be placed into the various
               programs on campus such as Access or Expanding Horizons
           o Departmental chairs will be notified of at-risk students in their majors. Those
               students should then be assigned an advisor that has agreed to work with at-risk
               students. That advisor would be required to receive extra training from the
               Assessment and Peer Tutor Center and the Advising Center. Additionally, the at-
               risk advisors would agree to contact their advisees on a monthly basis in order to
               identify and remedy difficulties the students may be experiencing.

       Objective 4: Identify Best Practices in Retention
           o Exit surveys given to all graduating seniors
                    Information from those surveys will be distributed to the departments
                       and Deans for inclusion in future programs and training.
                    Focus efforts on the Freshmen Year Residential Experience (FYRE).
                       Currently this program is social in nature and does not have an academic
                       component. We suggest faculty be involved with the program to monitor
                       and assist the student’s progression through the freshmen year. A
                       stipend or course release should be made available to the designated
                       faculty to ensure adequate time and effort is expended in the interest of
                       the students.

       Objective 5: Outreach to current students
           o Identify students who have not registered for upcoming semester, not paid bills,
               etc. Once identified, those students will be called to inquire of their status and
               offer assistance to them. This process will be overseen by the academic officer
               designated with the responsibility of managing enrollment and retention.
           o Continuation of the mid-semester grade reports.




                                                29
   Objective 6: Reactivation of the Retention Committee
       o This committee is to be charged with planning long-term goals in retention.
                Develop ways to improve advising via the advising surveys currently in
                   use.
                Develop ways to engage students on campus.
                Develop the idea of learning communities
                Develop the idea of an extended freshman orientation
                Develop the idea of a freshman seminar that is required by all freshmen
                   and taught by professors with an interest in assisting in the transition of
                   students into the College academic and social culture.




                                            30
GOAL #5: Develop an Enrollment Plan for Non-degree and Non-credit Programs

Fitchburg State College offers a number of non-degree and non-credit programs and/or courses
primarily through the Office of Graduate and Continuing Education and the Professional
Development Center. The changing job market requires updating and retraining to meet the
demands for additional knowledge and skills of the labor force. In addition, many professions
mandate continuing education in order to maintain licensure/certification. The college does and
should continue to serve as a professional development resource for individuals, school systems,
and businesses. As the task force explored the goal of developing an enrollment plan for these
programs, the dilemma of dividing human resources and support services between our degree
seeking students and non-degree students posed some difficult questions. The college generates
revenues from these programs but cannot include non-credit students in the official headcount
upon which the college budget is based, and may not be able to include extended campus students
as full credit students. Historical data on enrollments in such programs was requested, but never
received. Therefore, our recommendations include the gathering of data which is imperative to
form a thoughtful, reasonable, and appropriate course of action.

CURRENT PRACTICE: COURSE OFFERINGS

Although a large number of non-degree and non-credit programs are housed in Graduate and
Continuing Education and the Professional Development Center, many offices across campus
offer non-credit programs. For instance, the Recreation Center offers skills instruction programs
that bring community members to campus. Campus Living brings groups to campus in the
summer such as the Barbershop Quartet. Alumni/Development occasionally offers non-credit
human interest courses such as ballroom dancing. The International Office arranges study abroad
programs.

RECOMMENDATIONS:
   Compile historical data on the programs, courses, and enrollments offered over the last 3-
    5 year period, including campus wide activities (i.e. Graduate and Continuing Education,
    Professional Development Center, Student Affairs, Alumni Office).
   Research non-credit offerings in the region to determine what non-credit programs are
    not being offered by the area’s largest providers of non-credit, lifelong learning courses,
    MWCC and Monty Tech.
   Determine a mechanism to coordinate or centralize these activities.


CURRENT PRACTICE: FACILITIES

Many of the non-degree and non-credit programs are offered in short term, institute formats.
Many of these programs require specific kinds of facilities such as conference rooms with
comfortable seating and access to dining facilities. Summer daylong programs require air-
conditioned space. Currently there are multiple requests for use of the same space. Negotiation
and compromise among offering entities is required to service all requests. Even with this effort,
many students/faculty/programs do not get the most appropriate facility.




                                                31
RECOMMENDATIONS:
   Determine resources required to maintain and/or expand college offerings such as
    weekend facilities services, additional air-conditioned space, and additional conference
    rooms or classrooms with tables and chairs.
   Prioritize whose needs will be met first.

CURRENT PRACTICE: APPROVAL OF PROGRAMS

Requests for new undergraduate and graduate certificate programs must go through the ACC and
Graduate Council approval process respectively. This change was made under the direction of a
former VPAA. Prior to that, certificate programs could be developed with approval of the
appropriate academic department, Dean, and the VPAA. Certificate programs are often developed
in response to a need for new training as a request from a specific business or profession. For
example, a certificate in web design was developed when the labor market was demanding
individuals trained in this area. However, development of new certificate programs has
essentially ceased since the new approval process was implemented. The increased length of
time required has discouraged some from pursuing areas of interest. It is much more difficult to
respond to a request from a college partner or community constituent without the authority to
indicate the likelihood of the college approving the certificate, and the College has lost business.

RECOMMENDATION:
   Establish a separate approval process for certificate programs. Consider returning to the
    model that required departmental, Dean, and VPAA approval.

CURRENT PRACTICE: COORDINATION

Non-credit, non-degree programs are organized under the direction of different offices throughout
campus. Some of these programs bring individuals to campus that may have an interest in other
college offerings. For instance, the Professional Development Center brings high school AP
teachers for training during the summer. The college’s admissions office may be interested in
providing materials to these teachers or perhaps speaking with them during a luncheon. During
the Enrollment Task Forces open forum, several students noted the great influence teachers and
guidance counselors had on their choice of their college.

RECOMMENDATIONS:
   Establish a mechanism for announcing non-degree and non-credit events to the campus
    community in order to realize secondary benefits.
   Use non-degree events as a recruitment opportunity by providing admissions materials to
    participants.

CURRENT PRACTICE: NON-CREDIT OFFERINGS – COST-BENEFIT RATIO

Non-credit programming can be labor intensive and does not result in additional student
headcount for the college.

RECOMMENDATION:
   In an effort not to drain resources from headcount students, determine which non-credit
    programs result in multiple benefits to the college, and prioritize designated resources for
    these programs. For instance, a new program entitled ALFA provides non-credit
    courses/seminars to seniors in the Fitchburg area. This program will run courses each



                                                32
        semester for area senior citizens. Building relationships with these constituents may
        result in donations to the college, referrals of relatives for degree programs and general
        support of the college to the community-at-large.

CURRENT PRACTICE: ON-LINE COURSES

The College offers a limited number of individual graduate and undergraduate on-line courses
through the Office of Graduate and Continuing Education. An undergraduate on-line certificate
program in business was recently launched through a partnership with an outside vendor, Mind
Edge. This summer a graduate on-line certificate in forensic nursing will also be completed.
GCE is also working with Nypro, Inc. to put the existing Plastics Technology Certificate Program
on-line through the college. IT support is required for faculty development, placing courses on
the server, providing course access to students, and technical support to faculty and students.
There is great enrollment growth potential in the area of distance learning. Many faculty have
indicated an interest in offering distance education courses but lack the time and expertise to
develop courses on their own.

RECOMMENDATION:
In order to expand on-line course offerings,
     the college should consider expanding technical support for faculty offering distance
        learning courses;
     clarify and coordinate responsibilities for distance education among the offices involved;
     consider hiring a person who has both technical and academic experience to oversee
        distance education.

CURRENT PRACTICE: NON-DEGREE PROFESSIONAL DEVELOPMENT

The Office of Graduate and Continuing Education has partnerships with over 80 educational
organizations to provide non-degree professional development opportunities. The Professional
Development Center collaborates with area school districts to offer non-degree and non-credit
professional development both on and off campus. The Professional Development Center lost a
position and operates with only the Director and one clerk who handles all secretarial, budgetary
and registration duties.

RECOMMENDATIONS:
   Continue work with area school systems and educational collaboratives to assist with
    professional development needs.
   Restore one clerk position to the Professional Development Center so that the Center can
    increase programming without straining further their limited resources.

PRIORITIES

The highest priority should be given to those areas that have the best revenue-generating
potential. These are, in order: professional development courses, on-line courses, and certificate
programs.




                                                33
                APPENDIX A
Massachusetts High School Graduate Projections




                      34
                                                            High School Graduates in Public Schools
                                                                        Massachusetts

            1994 -    1995 -        1996 -      1997 -     1998 -      1999 -     2000 -     2001 -         2002 -     2003 -       2004 -     2005 -     2006 -     2007 -     2008 -   2009 -
            1995      1996          1997        1998       1999        2000       2001       2002           2003       2004         2005       2006       2007       2008       2009     2010
Graduates     47679      47993          49008     50452        51465     52950     54393         55590      55250           55360      58150      58620      60210      60810   59810    58970


                                                      Source: NCES Projection of Education Statistics


                                                     HIGH SCHOOL GRADUATES IN
                                                        PUBLIC HIGH SCHOOLS
                                                            Massachusetts

                        65000
                        63000
                        61000
                        59000
                        57000
                        55000                                                                                                          Graduates
                        53000
                        51000
                        49000
                        47000
                        45000
                                    5

                                            7

                                                     9

                                                              1

                                                                       3

                                                                               5

                                                                                         7

                                                                                                   9

                                                                                                            1

                                                                                                                        3
                                 99

                                         99

                                                  99

                                                           00

                                                                    00

                                                                            00

                                                                                      00

                                                                                                00

                                                                                                         01

                                                                                                                     01
                               -1

                                        -1

                                                -1

                                                          -2

                                                                  -2

                                                                           -2

                                                                                   -2

                                                                                             -2

                                                                                                       -2

                                                                                                                -2
                         94

                                    96

                                             98

                                                     00

                                                               02

                                                                       04

                                                                                 06

                                                                                           08

                                                                                                  10

                                                                                                            12
                      19

                                19

                                         19

                                                  20

                                                           20

                                                                    20

                                                                            20

                                                                                      20

                                                                                                20

                                                                                                         20




                                                                                      35
             APPENDIX B
Estimated Growth Potential by Department
           Undergraduate Day




                   36
                ESTIMATED GROWTH POTENTIAL BY DEPARTMENT

Program                  Current Enrollment        5-Year Growth

Biology                       80                   100 – 150
Environmental Science          0                   50

Industrial Technology         160                  300 – 400

Sociology                      40                  80
Human Services                 45                  80
Psychology                    125                  125
Criminal Justice              140                  140

Political Science              25                  30 – 35
History                        60                  70 – 75
Economics                       7                  12 - 15

CS and CIS                    160                  160

Business                      404                  425 – 450 (10% each concentration)

Exercise/Sport Science         65                  120

Education                     340                  460

Special Education             80                   140

English                       120                  200

Mathematics                   25                   48

Geo/Physical Sciences         14                   70 – 100

Nursing                                            recruit to have 74 freshmen in spring of Freshman year




                                              37
            APPENDIX C
Recruitment Plans – Undergraduate Day




                 38
                                                        RECRUITMENT PLANS

UNDERGRADUATE FRESHMEN - DAY

PROPOSED STRATEGY/OBJECTIVE             TACTICS                               ASSESSMENT           RESPONSIBILITY/     BUDGET
                                                                              STRATEGIES           TIMEFRAME           IMPLICATIONS
Increase prospects, applications, and   Increase PSAT name purchase -         Increased returns    Admissions          Slight increase on
yield of all qualified students.        target mailing by performance         on PSAT &                                current line item
                                        and major                             number of
                                                                              applications
                                                                              generated from
                                                                              PSAT contact
                                                                              source

                                        Reexamine the honors program –        Increase in          Admissions &
                                        revise to attract more students       applications and     Academic Affairs    Depends on
                                        and improve yield                     improve yield                            scholarship attached


                                        Continue to evaluate new              Improving yield      Admissions,
                                        scholarship program                   rates for            Financial Aid,      Unknown at this
                                        implemented for the fall 2004         scholarship          Executive Committee time.
                                        entering class – adjust               recipients
                                        scholarship program as needed


                                        Continue to offer Decision Days
                                        at feeder high schools and those                                               None
                                        that we see strong potential


                                        Faculty letters, emails, or call of   Compare yield        Admissions &
                                        congratulations to all accepted       rates on students    Department Chairs
                                        students to their departments         contacted to those                       None



                                                                      39
                                                                                who do not receive
                                                                                a personal letter,
                                                                                email, call.
Increase the prospects, applications, and   Complete an analysis of the                              Admissions – FY04
yield of students of color (SOC).           impact of admissions standards
                                            on the various subgroups

                                            Outreach to TRIO programs and       Increase             Work has begun:       We will need
                                            other college prep programs that    applications/yield   Admissions & Alvin    additional funds to
                                            target SOCs, i.e. develop           from TRIO            Riley                 pay for food and
                                            relationships with TRIO leaders,    students                                   buses to bring the
                                            host visit days on campus for                                                  students to campus.
                                            students in these and related
                                            programs, be available to assist
                                            with or develop college and
                                            financial planning sessions for
                                            these students and their parents.

                                            Increase fall and spring            Increased            Admissions            Standard travel
                                            visitations to Boston region        applications/yield                         expenses
                                            school                              from schools
                                                                                visited


                                            Increase participate in regional    Increased            Admissions            Most of these fairs
                                            fairs that target SOC               applications from                          have a registration
                                                                                fair inquiries                             fee. That fee can
                                                                                                                           range from $100 -
                                                                                                                           $500

                                            Increase outreach to GC from        Increased            Admissions & Office
                                            high schools with significant       applications from    of Minority Affairs
                                            SOC populations                     these schools




                                                                           40
                                            Reinstitute the Summer Bridge                            Proposal has been     New program will
                                            program – target local students                          written – awaiting    require students to
                                                                                                     final approval        pay a portion of the
                                                                                                                           expenses, the rest
                                                                                                                           will be covered by
                                                                                                                           the college.

                                            Reexamine radio media buys –                             Admissions and        May require
                                            are we hitting this demographic;                         Marketing             additional funding
                                            adjust accordingly                                       Committee             to market to this
                                                                                                                           demographic
Increase the prospects, applications, and   Reinstitute the Summer Bridge                            Proposal has been     New program will
yield of commuter students.                 program – target local students                          written – awaiting    require students to
                                                                                                     final approval        pay a portion of the
                                                                                                                           expenses, the rest
                                                                                                                           will be covered by
                                                                                                                           the college.

                                            Reexamine financial aid                                  Admissions and        May require
                                            awarding policy to encourage                             Financial Aid         additional financial
                                            commuting.                                                                     aid resources or a
                                                                                                                           reallocation of
                                                                                                                           existing resources.

                                            Look at parking – how can it                             Student Life??
                                            best serve the commuting
                                            population?

Provide quality visit opportunities for     Offer three fall open houses (vs.   Attendance to fall   Admissions – dates    Cost of food.
prospective students and get more of        the two offered in the past) to     open houses          have been set and     (Offering a meal
them to take advantage of these             better manage increasing            increases.           planning will begin   has been extremely
programs.                                   attendance and provide a quality    Increased            in April 2004.        popular and sets us




                                                                        41
                                            visit that offers a lot of personal   percentage of                               apart from similar
                                            attention.                            attendees file and                          events at other
                                                                                  application                                 schools)


                                            Increase the number of Saturday       Number of students    Dates for 2004-2005   None
                                            Information Sessions.                 taking advantage of   have already been
                                                                                  an Info Session       set; total of 11.
                                                                                  increases


                                            Continue to offer departmental        Measure yield rate    Admissions and        Minimal
                                            Accepted Student Visit Days           on attendees          Department
                                                                                                        Chairpersons



                                            Continue to offer the President’s     Measure yield rate    Admissions            Planned for in
                                            Reception for Accepted Students       on attendees                                Admissions budget



                                            Improve the quality of tours          Improved              Admissions            Minimal
                                            given by the student tour guides      evaluations for
                                            through better and on-going           visitors and
                                            training, better and more             Admissions
                                            complete information about the        supervisor
                                            college, regular evaluations.

Improve the Admissions Office’s ability     Implement a web-based                 Rate of application   FY05 – planning has   Money has been
to respond to prospects/applicants in the   communications plan that              and deposit for       already begun.        budget to begin the
admissions funnel with a high level of      queries information in Banner to      students active in                          project in FY04;
personalization and detail through a        personalize correspondences           these plans                                 money has been
comprehensive communications plan                                                                                             requested to



                                                                          42
                                                                                                                            continue project in
                                                                                                                            FY05

                                             Improve the standard mail          Satisfaction level    Admissions
                                             communications plan                of inquiries in the
                                                                                funnel - survey


                                             Continuous quality improvement                           Admissions &          Yes
                                             of all collateral including                              Marketing committee
                                             viewbooks, search pieces, and                            – in progress
                                             financial aid brochures.

                                             Update and print new department                          Admissions &          Minimal – printed
                                             brochures                                                Departments – June    in house.
                                                                                                      1, 2004
Update the College Website (The web is       See specific tactics in the        Online survey of      Admission and         Est. $50,000 -
now the primary tool students use in their   Marketing section of this report   user satisfaction.    Marketing             $100,000
college searches – our website must be                                                                Committee with
dynamic, interactive, and current.)                                                                   outside design firm

Establish an outreach program to             Survey guidance counselors to                            Admissions and/or     Minimal
guidance counselors                          better understand their                                  Bob Croston
                                             perceptions of FSC so we know
                                             what issues need to be addressed
                                             and where are strengths are from
                                             GC perspectives


                                             Continue to take advantage of                            Admissions            None
                                             the State College guidance
                                             counselor breakfasts each fall –
                                             follow-up note to each guidance




                                                                         43
                                        counselor

                                        Target specific guidance           Admissions          None
                                        counselors for personal outreach

                                        Involve guidance counselors        Admissions,        Probably
                                        with ―relationship-building‖ FSC   Alumni/Development
                                        activities – annual golf
                                        tournament, cultural events

                                        Send Admissions update at least    Admissions          None
                                        twice a year – newsletter

                                        Have GC’s former students          Admissions          None
                                        write/email them about their
                                        experiences at FSC.

                                        Junior Book Awards                 Admissions          Minimal

                                        Admissions and Financial Aid       Admissions &        None
                                        Directors – offer to help with     Financial Aid
                                        college planning nights, etc…
Establish an early outreach marketing   Continue to host groups on         Admissions          Currently we offer
plan for high school freshmen,          campus                                                 to pay either for
sophomores, and juniors                                                                        buses or food but
                                                                                               not both. With
                                                                                               additional funding
                                                                                               we could cover both
                                                                                               expenses.

                                        Develop a college planning         Admissions and      Yes – if done in
                                        guide both on-line and in print    Marketing group     print.
                                        for these audiences                (possibly outside
                                                                           firms)



                                                                    44
Increase the level of involvement of    Provide department chairs with       Admissions          None
other stakeholders in the recruitment   monthly admissions updates.
process
                                        Provide campus community with        Admissions          None
                                        end of semester admissions
                                        report, to include a report that
                                        can go to alumni (or at least the
                                        Alumni Council)

                                        Meet at the beginning of each        Admissions &        None
                                        school year with individual          Department Chairs
                                        department chairs to identify key
                                        selling points and plan for the
                                        coming year.

                                        Meet with the campus                 Admissions &        None
                                        community as a whole once or         Academic Affairs
                                        twice a year to give an update
                                        and answer any questions

                                        Meet with athletic coaches at        Admissions &        None
                                        least once a semester for            Athletics
                                        recruitment planning, including
                                        coordination of travel.

                                        Assign one admission counselor       Admissions          None
                                        to serve as a liaison with coaches
                                        to follow the progress of their
                                        recruits through the application
                                        process.

                                        Reintroduce summer events for        Alumni Office and   Costs of the event
                                        accepted students hosted by          Admissions
                                        alumni




                                                                    45
                                            Work more closely with SGA to                               Admissions & SGA       None
                                            involve students leaders in the
                                            recruitment process, i.e. presence
                                            at events, notes of
                                            congratulations from SGA
                                            president, etc…

Create/control the message about the city   Highlight aspects of the city and    Survey to all          Admissions &           None
of Fitchburg & the region                   region students might be             applicants –           Marketing
                                            attracted to in publications and     include impression     Committee
                                            on the website.                      of the area as a
                                                                                 topic

                                            Include some discussion/             Survey all visitors    Admissions             None
                                            presentation about the region at     – include
                                            open houses                          impression of the
                                                                                 area as a topic

                                            In correspondences with GC,          Information            Admissions             None
                                            highlight aspects of the city and    presented
                                            region students might be
                                            attracted.

                                            Emphasize city – college             Information            Admissions             None
                                            partnership                          presented at events,
                                                                                 in publications, on
                                                                                 website
Continuous improvement Admissions           Implement new Web Application                               Admissions – go live   None
operations                                                                                              date June 2004


                                            Quality control reporting to         Error rate decreases Admissions               None




                                                                           46
                                         check accuracy of data entry

                                         Continue to develop/implement                            Admissions & IT     None
                                         Banner capabilities including
                                         scheduling.

                                         Assess the efficiency of the file                        Admissions          None
                                         review process and revise as
                                         needed

                                         Establish a more effective          Increased            Admissions          None
                                         system for following up with        percentage of
                                         incomplete applicants               complete
                                                                             applications
Other Marketing                          See marketing plan/section of
                                         this report.



UNDERGRADUATE TRANSFER – DAY
(In addition to some of the general strategies listed in the Freshmen plan, the Admissions Office will undertake the following specific
transfer recruitment strategies.)
PROPOSED STRATEGY/OBJECTIVE TACTICS                                           ASSESSMENT          RESPONSIBILITY/ BUDGET
                                                                              STRATEGIES          TIMEFRAME               IMPLICATIONS
Increase transfer inquiries and            Further research needed
applications

Update existing and create new                                               Increase in number   Academic Affairs,
articulation agreements with state                                           of students coming   academic
community colleges                                                           to FSC using these   departments,
                                                                             agreements           Registrars,
                                                                                                  Admissions
Implement new Early Childhood and                                            Increase in number   Early/Elem Ed




                                                                      47
Elementary Education transfer compacts                                      of students coming   faculty, UG Dean,
                                                                            to FSC using these   Elaine Francis,
                                                                            agreements           Registrar,
                                                                                                 Admissions,
                                                                                                 supporting academic
                                                                                                 departments in
                                                                                                 consultation with
                                                                                                 community colleges
Examine and revise (if needed) the       Invite faculty to take a more                           Faculty (from FSC     None
transfer credit policies.                active role in working with                             and community
                                         faculty from community colleges                         colleges), UG Dean,
                                         to review courses for credit.                           Academic Affairs,
                                                                                                 Admissions,
                                         Revisit math course transfer                            Registrar.
                                         policies and Accuplacer
                                         requirements for transfer
                                         students.
Establish an outreach program to
guidance counselors

Continuous improvement of Admissions     Articulation catalogs on the web                        Registrar’s Office
processes
                                         Provide unofficial credit                               Admissions
                                         evaluations/programs audits as
                                         part of admissions process




                                                                    48
       APPENDIX D
Enrollment History and Goals




             49
                                    UNDERGRADUATE HEADCOUNTS & FTEs: 1998 - 2008


Headcount: 1998 - 2008
                                FALL      FALL      FALL      FALL      FALL      FALL      FALL      FALL      FALL      FALL      FALL
                                98        99        00        01        02        03        04        05        06        07        08
UNDERGRAD DAY HC                  2753      2561      2593      2508      2715      2901      3019      3138      3295      3453      3613
UNDERGRAD EVEN HC                   907       795       647       711       664       551       533       554       582       609       638
TOTAL UNDERGRAD HC                3660      3356      3240      3219      3379      3452      3552      3692      3877      4062      4250
DAY HC as a % of TOTAL HC          75%       76%       80%       78%       80%       84%       85%       85%       85%       85%       85%



FTEs: 1998 - 2008
                                FALL      FALL      FALL      FALL      FALL      FALL      FALL      FALL      FALL      FALL      FALL
                                98        99        00        01        02        03        04        05        06        07        08
UNDERGRADUATE FTEs DAY            2450      2267      2233      2242      2422      2608      2671      2777      2916      3055      3196
UNDERGRADUATE FTEs
EVENING                            294     227.8     211.8     202.3     184.8     164.9       171       177       186       195       204
TOTAL UNDERGRADUATE FTEs          2744      2495      2445      2444      2607      2773      2842      2954      3102      3250      3400
DAY FTEs as a % of TOTAL FTEs     89%       91%       91%       92%       93%       94%       94%       94%       94%       94%       94%




                                                                 50
                                     UNDERGRADUATE DAY ENROLLMENT TARGETS: 2003 - 2008



Goal = 3400 UG FTEs in five years. (FTE increase of 627; HC increase of 798).
                                      30% attrition (from this                                                         Total Undergraduate FTEs
               Total Undergraduate    freeze date to next fall's                                                       (assume FTEs 80% of
               Headcount              freeze date)                   Retained Headcount     New Student HC             Total UG HC)
FALL 03                       3452                            1036                  2416                        1108
FALL 04                       3552                            1066                  2486                        1136                         2842
FALL 05                       3692                            1108                  2584                        1206                         2954
FALL 06                       3877                            1163                  2714                        1293                         3102
FALL 07                       4062                            1219                  2843                        1348                         3250
FALL 08                       4250                                                                              1407                         3400



                                                                                            Total New Student          Total Undergraduate
               Freshman Headcount     Transfer Headcount             Non-degree Headcount   Headcount                  Headcount
FALL 03                       632                            357                      119                       1108                         3452
FALL 04                       679                            357                      100                       1136                         3552
FALL 05                       731                            375                      100                       1206                         3692
FALL 06                       793                            400                      100                       1293                         3877
FALL 07                       848                            400                      100                       1348                         4062
FALL 08                       907                            400                      100                       1407                         4250




                                                                      51
GRAPH: PROJECTION OF UNDERGRADUATE HEADCOUNT THROUGH 2008



                            PROJECTION OF UNDERGRADUATE
                                     HEADCOUNT

 5000
 4500
 4000
                                                                                                                       UNDERGRAD DAY
 3500
                                                                                                                       HC
 3000
                                                                                                                       UNDERGRAD EVEN
 2500
                                                                                                                       HC
 2000
 1500                                                                                                                  TOTAL
                                                                                                                       UNDERGRAD HC
 1000
  500
    0
        FALL 98
                  FALL 99
                            FALL 00
                                      FALL 01
                                                FALL 02
                                                          FALL 03
                                                                    FALL 04
                                                                              FALL 05
                                                                                         FALL 06
                                                                                                   FALL 07
                                                                                                             FALL 08




                                                                                        52
GRAPH: PROJECTION OF UNDERGRADUATE HEADCOUNT AND FTE THROUGH 2008


                                PROJECTION OF UNDERGRADUATE
                                     HEADCOUNT AND FTE

     5000
     4500
                                                                                                                           UNDERGRAD DAY
     4000
                                                                                                                           HC
     3500
     3000                                                                                                                  UNDERGRAD EVEN
     2500                                                                                                                  HC
     2000
     1500                                                                                                                  TOTAL
                                                                                                                           UNDERGRAD HC
     1000
      500                                                                                                                  TOTAL
       0                                                                                                                   UNDERGRADUATE
            FALL 98
                      FALL 99
                                FALL 00
                                          FALL 01
                                                    FALL 02
                                                              FALL 03
                                                                        FALL 04
                                                                                  FALL 05
                                                                                             FALL 06
                                                                                                       FALL 07
                                                                                                                 FALL 08
                                                                                                                           FTEs




                                                                                            53
APPENDIX E
  Housing




    54
                                                                        Day Headcount                                       Total Headcount
   Occupancy           Design          Percent Full     Fall Day HC     %Resid/ Occup.   %Resid/ Design   Fall Total HC      %Res/ Total HC     %Res/Des

Realistic Enrollment
             Growth
               1,520        1,420              107.0%            3019            50.3%            47.0%              3552               42.8%        40.0%
              1,570         1,420              110.6%            3138            50.0%            45.3%              3692               42.5%        38.5%
              1,570         1,420              110.6%            3295            47.6%            43.1%              3877               40.5%        36.6%
              1,570         1,420              110.6%            3453            45.5%            41.1%              4062               38.7%        35.0%
              1,570         1,420              110.6%            3613            43.5%            39.3%              4250               36.9%        33.4%


    45% residential
               1475             1420           103.9%            3019            48.9%            47.0%              3552               41.5%        40.0%
               1525             1412           108.0%            3138            48.6%            45.0%              3692               41.3%        38.2%
               1570             1483           105.9%            3295            47.6%            45.0%              3877               40.5%        38.2%
               1570             1554           101.0%            3453            45.5%            45.0%              4062               38.7%        38.3%
               1626             1626           100.0%            3613            45.0%            45.0%              4250               38.3%        38.3%


   50% Residential
               1510             1510           100.0%            3019            50.0%            50.0%              3552               42.5%        42.5%
               1569             1569           100.0%            3138            50.0%            50.0%              3692               42.5%        42.5%
               1648             1648           100.0%            3295            50.0%            50.0%              3877               42.5%        42.5%
               1727             1727           100.0%            3453            50.0%            50.0%              4062               42.5%        42.5%
               1087             1807            60.2%            3613            30.1%            50.0%              4250               25.6%        42.5%


   52% Residential
               1570             1570           100.0%            3019            52.0%            52.0%              3552               44.2%        44.2%
               1632             1632           100.0%            3138            52.0%            52.0%              3692               44.2%        44.2%
               1713             1713           100.0%            3295            52.0%            52.0%              3877               44.2%        44.2%
               1796             1796           100.0%            3453            52.0%            52.0%              4062               44.2%        44.2%
               1879             1879           100.0%            3613            52.0%            52.0%              4250               44.2%        44.2%


   Realistic Growth




                                                                                                            55
                1470            1420        103.5%            3019         48.7%           47.0%           3552            41.4%    40.0%
                1525            1438        106.1%            3138         48.6%           45.8%           3692            41.3%    38.9%
                1600            1438        111.3%            3295         48.6%           43.6%           3877            41.3%    37.1%
                1700            1528        111.3%            3453         49.2%           44.3%           4062            41.9%    37.6%
                1800            1800        100.0%            3613         49.8%           49.8%           4250            42.4%    42.4%



    New Student HC       Capture Rate   New Student   Spring Occup.   Return Rate   Return Occup.   Total Occup.   Less Shrinkage
                                            Occup.


                  885            72%           637            1233          67%              826
                  989            72%           712            1292          67%              866           1538             1438
                1036             72%           746            1320          67%              884           1612             1512
                1106             72%           796            1375          67%              921           1681             1581
                1193             72%           859            1450          67%              972           1780             1680
                1248             72%           899            1528          67%             1024           1870             1770
                1307             72%           941            1650          67%             1106           1965             1865




* this number need is
   at reporting, which
         means need
 approximately 50-60
     more contracts at
              opening




                                                                                        APPENDIX F
                                                                                        GCE Marketing




                                                                                                    56
2003 FALL SEMESTER MARKETING

GRADUATE and CONTINUING EDUCATION
       PUBLICATION/PRODUCT               COST   SERVICE




                                    57
Bulletin (10,000 pieces)                                                                                     $3600.00 Design, Typesetting (Barbanel Design)
  Distribution: 4,600 - Mailed to students, businesses, schools through mail house                           $4135.31 Printing (Turley Publications)
                  1,000 - Hand delivered in bundles of 25 to area schools, libraries, and businesses           $90.00 Cover Design (Print Services)
                       60 - Vocational schools with cover letter to Superintendents                           $519.40 Mailing House (Caisse Associates)
                     10 - Human Resources Directors of area businesses with cover letter                      $758.54 Postage
GCE Mini Bulletins                                                                                            $80.00 Design, Typesetting (Print Services)
  Distribution: 54,500 – Mailed to all homeowners, age 25-44, with an income of $30,000-$65,000              $4077.00 Printing (Excelsior)
                          within a 20 mile radius of zip code 01420 (one per household)                      $4442.00 Mailing House (Innovative Marketing)
                                                                                                             $6194.26 Postage
Newspaper Ads                                                                                               $32108.39 Newspapers
      insertions – Sentinel & Enterprise, Worcester Telegram & Gazette

ADDITIONAL PROGRAM SPECIFIC EFFORTS
         SPED – Reading Specialist Postcard (1253 pieces)                                                     $56.61   Design, Typesetting (Print Services)
               Distribution: 177 – Mailed to Education and Special Ed alumni                                  $275.00   Mailing House (Innovative)
                            1076 – Mailed to public schools and approved special education schools            $170.22   Postage (estimate)
                                   (PK-12) in Worcester, Middlesex, Norfolk, Franklin, Hampshire, and
                                   Hampden counties
         Bookmark for Welcome Bags (2000 pieces)                                                             $207.93   Design, Printing (Print Services)
             Distribution: 1600 inserted in welcome bags for residence hall students
                            400 distributed at Rock the Block
         Performing Arts Course Flyer                                                                          $4.49   Copying (Print Services)
             Distribution: 100 – Mailed to area band/music directors to promote instrumental and
                                 vocal ensembles courses
         Italian Course Flyer                                                                                 $12.69   Copying (Print Services)
              Distribution: 300 – Mailed to area Italians to promote Italian language and culture courses
         Communications Media course Flyer                                                                     $9.13   Copying (Print Services)
              Distribution: 200 – Mailed to Comm/Media alumni, current students and prospects to
                                  promote fall courses and M.S. in Comm/Media Program
         Orientation session for New Worcester Public School Teacher                                              $0
               Provided information to Worcester Public School teachers about programs at FSC
         Press Release, August 19, Highlighting band, choir and orchestra performing opportunities                $0
         Table at Rock the Block                                                                                  $0
         Survey to incoming students (bookmark distributed to 1600) – sweatshirt give-a-way                   $29.56   Sweatshirt purchase



2003 SUMMER SESSIONS MARKETING




                                                                                        58
GRADUATE and CONTINUING EDUCATION

                                                                                                         COST                    SERVICE
PUBLICATION/PRODUCT
Bulletin (10,000 pieces)                                                                                $3600.00   Design, Typesetting (Barbanel Design)
  Distribution: 6,200 - Mailed to students, businesses, schools through mail house                      $4135.31   Printing (Turley Publications)
                   800 - Hand delivered in bundles of 25 to area schools, libraries, and businesses      $150.00   Cover Design (Print Services)
                    60 - Vocational schools with cover letter to Superintendent                          $450.00   Mailing House (Caisse Associates)
                    10 - Human Resources Directors of area businesses with cover letter                 $1082.56   Postage
Summer Postcards
     FSC Day Students
             Distribution: 3,500 - Inserted in day student mailboxes                                     $131.73   Design, Printing (Print Services)
     Area College Students
            Distribution: 4,053 - Mailed directly to homes of area college students                      $178.84   Design, Printing (Print Services)
                                                                                                         $707.39   Mailing House (Innovative Marketing)
                                                                                                        $500.51    Postage
       Area Teachers
           Distribution: 4,350 - Mailed directly to area teachers                                       $166.53    Design, Printing (Print Services)
                                                                                                        $660.75    Mailing House (Innovative Marketing)
                                                                                                        $532.23    Postage
GCE Mini Bulletins                                                                                      $750.00    Design, Typesetting (Forte Croston)
  Distribution: 54,000 – Mailed to all homeowners, age 25-44, with an income of $30,000-$65,000        $4200.00    Printing (MTC Printing)
                        within a 20-mile radius of zip code 01420 (one per household)                  $4442.00    Mailing House (Innovative Marketing)
                                                                                                       $6188.02    Postage
Radio Ads
   WSRS-FM, WXLO-FM, WWFX.FM                                                                          $19,000.20   Radio Spots (Forte Croston)
Newspaper Ads
   141 insertions - Sentinel & Enterprise, Nashoba Publications, Telegram & Gazette                   $20,075.92   Newspaper Ads

ADDITIONAL PROGRAM SPECIFIC EFFORTS
       MA/MAT History Postcards (197 pieces)
           Distribution: 98 - Mailed to Secondary School History Teachers (throughout MA)                $14.24    Design, Printing (Print Services)
                         19 - Advanced Placement Institute Attendees                                     $72.89    Postage (.37 each)
                         80 - Worcester County 9-12 School Principals




                                                                               59
     MS Forensic Nursing
         1/4 page ad in May/June 2003 Forensic Nurse Magazine                                            $5.00      Design (Print Services)
                                                                                                       $235.29      Placement (Virgo Publishing)
          1/4 page ad in May/June 2003 CMAHEC Calendar                                                   $0.00      Design (Kelly Hartley)
                                                                                                        $75.00      Placement (Central Mass Area
                                                                                                                    Health Education Center)
     Letter to New Area Teachers
          Distribution: 49 - Mailed to new teachers with bulletin                                          $51.94   Postage ($1.06 each)
     Open House
          Hosted Open House to promote GCE Programs                                                         $0.00   Design (GCE)
          Newspaper Ad (Fitchburg Sentinel)                                                                $17.00   Design (Print Services)

                          PUBLICATION/PRODUCT                                                                                    SERVICE
                                                                                                    COST
   Communications Media Course Flyer
       Distribution: 500 – Mailed to Comm/Media alumni, current students, and prospects promoting           $0.00   Design (GCE)
                          summer courses                                                                   $44.60   Copying (Print Services)
  Alcohol Abuse Course Flyer
       Distribution: 100 - Mailed to area Substance Abuse Agencies and Human Services Agencies              $0.00   Design (GCE)
                            to promote summer courses and Counseling Program                                $4.49   Copying (Print Services)
  Sped Course Flyer
     Distribution: 100 - Mailed to Special Ed Directors and school principals to promote summer             $4.49   Copying (Print Services)
                           courses and Master’s Program
                                         GCE Web Page
Summer course schedule and general program information provided via the Internet.
GCE web address provided on all print materials.




                                                                       60
2004 WINTER/SPRING SESSIONS MARKETING
GRADUATE and CONTINUING EDUCATION

                                                                                                               COST                  SERVICE
PUBLICATION/PRODUCT
Bulletin (10,000 pieces)                                                                                  *$3600.00     Design, Typesetting (Barbanel Design)
  Distribution: 6,005 -    Mailed to students, businesses, schools through mail house                      $4135.31     Printing (Turley Publications)
                   800 -   Hand delivered in bundles of 25 to area schools, libraries, and businesses        $90.00     Cover Design and map changes
                    60 -   Vocational schools with cover letter to Superintendent                                       (Print Services)
                   170 -   Human Resources Directors of area businesses with cover letter                  *$610.00     Mailing House (Caisse Associates)
                                                                                                           $1001.27     Postage
Winter Postcards
    FSC Day Students
            Distribution: 2,100 - Inserted in day student mailboxes                                         $109.77     Design, Printing (Print Services)
GCE Mini Bulletins                                                                                          $110.00     Design, Typesetting (Print Services)
   Distribution: 54,000 – Mailed to all homeowners, age 25-44, with an income of $30,000-$65,000           $3861.31     Printing (DS Graphics)
                          within a 20-mile radius of zip code 01420 (one per household)                    $4502.19     Mailing House (Innovative Marketing)
                                                                                                           $6185.69     Postage
Newspaper Ads
  insertions - Sentinel & Enterprise, Telegram & Gazette                                                  $14270.40     Newspaper Ads

ADDITIONAL PROGRAM SPECIFIC EFFORTS
                              PUBLICATION/PRODUCT                                                                                   SERVICE
                                                                                                        COST
                                             GCE Web Page                                                         $0
  Winter course schedule and general program information provided via the Internet.
  GCE web address provided on all print materials.
 Mailing to 40 Massachusetts colleges (SGA President) with cover letter and "Winter at a Glance"               $13.60
       flyer encouraging students home to the Fitchburg area over the Winter break to consider a
                                           Winter Session course
Poster (20) promoting winter to be displayed around campus                                                     $28.00          Copying (Print Services)




                                                                                61
Winter/Spring: Flyer - mailed to 290 area special education teachers promoting winter and spring courses      $9.25             Copying (Print Services)
                                                                                                             $98.60   Postage
Italian Courses flyer - mailed to 300 area Italians and Italian Organizations to promote Italian language    $13.60             Copying (Print Services)
and culture courses                                                                                         $102.00   Postage

                                                                                                             COST                     SERVICE
                              PUBLICATION/PRODUCT
 Performing Arts Course flyer - mailed to 50 area band/music directors, high schools, and music               $5.56             Copying (Print Services)
                    shops to promote LLL instrumental and vocal ensembles.                                   $17.00   Postage
Communications Media course flyer - mailed to 294 HR Directors from the Leominster C of C and                     $           Copying (Print Services)
                           19 HR Directors from the Wachusett C of C                                         $35.28   Mailing Lists
                                                                                                            $115.81   Postage
              Portuguese course flyer mailed to 100 area foreign language departments                        $21.56           Copying (Print Services)
                                                                                                             $34.00   Postage

   Letter to new area teachers with bulletin – sent on November 18th to 147 teachers (Fitchburg,            $155.82                    Postage
      Leominster, Gardner, Groton-Dunstable, Athol, Townsend, Pepperell, Ayer, Ashburnham,
                                              Westminster)
   Backpacking flyer sent to 50 area businesses including Curves, YMCA , boys clubs, etc in the                             Copying (Print Services)
                                            Worcester area                                                                         Postage
      Letter sent to 533 non-matriculated students encouraging application and registration                                 Copying (Print Services)
                                                                                                                                   Postage
                                WBZ Breakfast Series, November 6                                                $0
* encumbered amount, not actual billed amount




                                                                                 62
   APPENDIX G
GCE Enrollment Trends




         63
                                                           GCE Enrollment Trends 1997-2003
                                                       Comparison of FTE to Unduplicated Headcount


                           1997              1998              1999              2000              2001               2002              2003

FTE                        716               896.7             764.3             878.3             664.4              704.2             631

Headcount                  2090              2756              2219              2480              1814               1670              1465

Ratio FTE/Hdct. 0.34                0.325             0.34              0.35              0.36              0.42               0.43


# students needed
to increase 1 FTE          2.9               3.1               2.9               2.8               2.7                2.4               2.3


Notes: For graduate students, BHE calculates 1 FTE = 12 credits. At FSC, few, if any, graduate students take 12 credits in a semester. Full time students take 9
credits; most graduate students take 3-6 credits per semester. Therefore, more graduate students are needed to increase our FTE count than might be expected.

In Fall 2002, the college experienced a decline in the unduplicated graduate headcount but saw an increase in course enrollments. This indicated to us that
individual students were taking multiple courses (i.e. 6-9 credits rather than 3-6 credits). The data above support this as we see the ratio between FTE and
headcount has increased and the number of new students needed to increase the FTE count is less.

As we plan an enrollment strategy keep in mind that there are two ways to increase the FTE count: one is to bring in more students; the other is to bring in more
of the kind of student who is likely to take more than one course per semester. The latter might include degree seeking students (as opposed to students taking a
course for professional development), international students, career changers seeking courses for licensure/certification.




                                                                                64
     APPENDIX H
GCE Enrollment Projections




            65
                                                                    Fitchburg State College
                                                          Graduate Student Enrollment Projections

                                                           GOAL: Achieve 786 Graduate FTE's by
                                                                         FA 08.
                                                                                                                                      Total student
                                                                                                                                      headcount
                                                                                                                                      required to meet
                                                                                                                                      new FTE goal -
            Total FTE's ratio                                                                                   New FTE's             assume FTE is
            0.33 vs. 0.40                                                                                       required to meet      33% and 40% Of
            FTE/headcount          ?% Attrition          Retained FTE's                                         next year's goal      headcount
FA 03       631 (actual)           N/A                   N/A                                                    N/A                     1465 (actual)
FA 04       516.45/ 626                                                                                                                     1565
FA 05       549.45/ 666                                                                                                                     1665
FA 06       582.45 / 706                                                                                                                    1765
FA 07       615.45/ 746                                                                                                                     1865
FA 08       648.45 / 786                                                                                                                    1965



Notes: The above chart demonstrates the total number of graduate students needed to increase the FTE’s depending upon the ratio used. Column 2, Total FTE’s
lists FTE using a 0.33 ratio vs. 0.40 ratio of FTE to headcount.

Because of the transient nature of the GCE population, it is difficult to predict attrition rate and the effect on new FTE’s required to meet the next year’s goals.
Many of the graduate students who take courses are doing so for professional development only, not as part of a degree program. There is a very high attrition
rate among this group. Also, many students of our degree seeking students will take a semester off – they have not really left the program but they are not
enrolled for a course in a particular semester. It is difficult to factor in these students. Therefore, columns 3,4,& 5 are blank and column 6 lists the total number
of students needed to be registered rather than the total number of new students to be recruited.




                                                                                 66
  APPENDIX I
SWOT ANALYSIS




     67
                         ENROLLMENT MANAGEMENT SWOT
                 Fitchburg State College’s internal strengths and weaknesses and
            external opportunities and threats as they relate to enrollment management

Strengths:
     Excellent programs of study
     Student-centered faculty and staff
     Attractive campus
     Increasing participation by many campus stakeholders in the recruitment process
        including faculty and student tour guides
     Record of successful undergraduate open houses
     Initial work completed by the Retention Committee such as the Focus on the Future
        program for premajors.

Weaknesses:
    Lack of a coordinated, campus-wide enrollment management plan
    Lack of easy access to college data by multiple constituencies with a stake in recruitment
      and retention. (Data required for effective long and sort-term planning)
    Lack of accountability for retention
    Recent turnover of Admissions recruiting staff
    Lack of alternative program delivery, especially related to evening & graduate programs
      – on-line courses, weekend courses, shorter terms, cluster courses, accelerated programs.
    Lack of data about and understanding/consideration of external market forces (e.g.
      strategic planning has been conducted without a comprehensive scan of external market
      forces)

Opportunities:
    On-line courses/programs – GCEs new initiative.
    Increasing number of public high school graduates in Massachusetts through 2008
    Work with a new publication design firm – Crunch
    Commitment by the college to design and implement web-based target communications
       system.
    Anticipated continued demand for teachers and nurses, resurgence of demand for
       professionals with computer science backgrounds
    Massachusetts Department of Education continued changes to professional certification
       requirements (see also Threats)

Threats:
    Growing presence of the University of Phoenix
    Increased competitions between all 4-year institutions of higher education
    MWCC consideration of adding housing
    Notable decrease in applications from international students to graduate programs in the
        United States
    Massachusetts Department of Education continued changes to professional certification
        requirements
    Inconsistent perception of Fitchburg State by the high school guidance community.
    The problems associated with the college’s location and perception of the city of
        Fitchburg
    Possible housing shortage



                                               68

								
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