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					SEM 2008 Closing Seminar:
         Experienced SEM
  Professionals Discussion
                                        Jay W. Goff
      Missouri University of Science & Technology
                               Rolla, Missouri, USA
                          http.//enrollment.mst.edu
                                     1-573-341-4378
              SEM in ACTION:
       Why Change the University Name?




“Missouri S&T will better define the university as a leading technological
research university. We believe the new name will help to differentiate this
university in a highly competitive university market and provide a national
competitive advantage.”
                                      Dr. John F. Carney, III
                                      Missouri S&T Chancellor
      Rolla, Missouri
―The Middle of Everywhere‖
           Missouri S&T……
• A Top 50 Technological Research University
• 6300 students: 4900 Undergrad, 1400 Graduate
• 90% majoring in Engineering, Science, Comp.
  Science
• Ave. Student ACT/SAT: upper 10% in nation
• +60% of Freshmen from upper 20% of HS class
• 20% Out of State Enrollment
• 96% 5 Year Average Placement Rate within 3
  months of Graduation
• Ave. Starting Salary in 2008: +$55,000
         Starting Salaries
       Undergraduate     Graduate
2003     $ 47,305        $ 52,744

2004     $ 46,567        $ 52,945

2005     $ 49,181        $ 53,042

2006     $ 51,059        $ 58,120

2007     $ 53,669        $ 62,751

2008     $ 55,975        $ 63,640
         Advance SEM Topics
•   Capacity and Student Life-cycle Focus
•   SEM for Graduate Programs
•   Student Assessment Plans
•   Rankings – how many students do they
    influence? (17% CIRP 2007)
•   New Retention Research – tenure vs. non-
    tenure faculty, SES matters
•   Discount Rate – Public Benchmarks
•   Retention – public/private merger
•   College Going Rate
          CORE ENROLLMENT
             PRINCIPLES
• No Enrollment Effort is Successful without QUALITY
  Academic Programs to Promote
• Recruitment and Retention is an On-going, Multi-year
  PROCESS with Strong Access to Research and DATA
• +80% of Enrollments come from REGIONAL student
  markets for BS/BA degrees
• The Most Successful Recruitment Programs Clearly
  DIFFERENTIATE the Student Experience from
  Competitor‘s Programs
• The Most Successful Retention Programs Clearly
  Address Students‘ Needs and Regularly ENGAGE
  Students in Academic and Non-Academic Programs
―If you don‘t know where you‘re going,
      any path will take you there.‖
                   Sioux proverb
The External Environment in which Colleges
and Universities Operate is Changing Quickly


 •Dramatic changes in student markets.
 •Public expectations for a wide variety of high
 quality student services.
 •Greater needs for an institution-wide
 understanding of how to best react to the
 emerging student trends, needs and markets.
                What is SEM?
• Strategic Enrollment Management (SEM) is defined as
  ―a comprehensive process designed to help an institution
  achieve and maintain the optimum recruitment, retention,
  and graduation rates of students where ‗optimum‘ is
  designed within the academic context of the institution.
  As such, SEM is an institution-wide process that
  embraces virtually every aspect of an institution‘s
  function and culture.‖
             Michael Dolence, AACRAO SEM 2001

• Research
• Recruitment
• Retention
           Today’s Enrollment Manager

• ―Successful senior enrollment managers
  have to operate simultaneously on multiple
  levels. They need to be up to date, even
  on the cutting edge of technology,
  marketing, recruitment, the latest campus
  practices to enhance student persistence,
  and financial aid practices.‖

SOURCE: THE ENROLLMENT MANAGEMENT REVIEW Volume 23, Issue 1 Fall, 2007, Editor: Don Hossler
   Associate Editors: Larry Hoezee and Dan Rogalski
                                   Hossler continued
• ―(Enrollment Managers) need to be able to
  guide and use research to inform
  institutional practices and strategies.
  Successful enrollment managers need to be
  good leaders, managers, and strategic thinkers.
• They have to have a thorough understanding of
  the institutions where they work and a realistic
  assessment of the competitive position in which
  it resides and the niche within which it can
  realistically aspire to compete. Furthermore, to
  be effective, enrollment managers must also
  have a sense of how public, societal, and
  competitive forces are likely to move enrollment-
  related policies and practices in the future.‖
SOURCE: THE ENROLLMENT MANAGEMENT REVIEW Volume 23, Issue 1 Fall, 2007, Editor: Don Hossler Associate Editors: Larry Hoezee and Dan Rogalski
          Recruitment Issues
•   The Major Demographic Shift is Underway
•   Social Networks
•   CRM
•   STEM interest issues
•   Stronger alignments with industry
•   Finding new markets
•   Graduate and Certificate Programs
         Retention Issues
• The new unified benchmark?
• Advantage of Tenured vs. Non-Tenured
  Faculty?
• Impact of Financial Aid
• SES Impact
• Engagement
• Impact of Greater Public Awareness:
  www.collegeresults.org
      Research Plan: How Data Is Used In
       Strategic Enrollment Management
1.    To determine institutional capacity
2.    To improve retention
3.    To build relationships with high schools and community colleges
4.    To target admissions efforts and predict enrollments
5.    To recommend changes to admissions policy
6.    To examine issues of how best to accommodate growth
7.    To improve the educational experience of students
8.    To identify needs of unique student groups
9.    To project and plan for student enrollment behavior
10.   To determine financial aid policies
11.   To assess student outcomes
Indiana University
     SEM Operational Definition
• Strategic enrollment management (SEM) is an
  institution's program to shape the type and size of its
  student body in accordance with its educational mission
  and fiscal requirements.

• ALIGNMENT: SEM centers on the integration and
  improvement of traditional student services, such as
  recruitment, admissions, financial aid, registration,
  orientation, academic support, and retention. It is
  informed by demographic and institutional research, and
  advanced by media messages and public relations.
  Ideally, SEM embraces all departments and functions in
  a comprehensive framework to best serve the student
  and hence the institution.
• Jim Black, 2003, AACRAO SEM
Traditional Core SEM Activities
 • Determining, Achieving and Maintaining Optimum
   Enrollment
 • Establishing Clear Enrollment Goals
 • Projecting Future Enrollments
 • Promoting Student Success
 • Enabling the Delivery of Effective Academic
   Programs
 • Generating Tuition
 • Enabling Financial Planning
 • Increasing Organizational Efficiency
 • Improving Service Levels
          Core Objectives of SEM
• Make Enrollment Programs be Mission Driven
• Institutional Culture of Student Success
• Integrated in the Institution’s Strategic Plan
• Involves Everyone at the Institution
• External Partnerships
• Assess and Measure Everything
• Clear Enrollment Goals Based on Institutional Capacity
  and Plan
• Maintain Appropriate Academic Programs
• Creativity and Look Outside of Higher Education for
  Best Practices
• Appropriate Utilization of Technology to Enhance
  Service
    The IHC Orientation to SEM

Institutions embracing SEM must start with:

• Organizational Structure
• Philosophical Orientation (Academic vs. Student Affairs)
• IHC Positioning cannot happen until the first
  two are established.
   SEM helps Define and Refine
       Institutional Vision
• Forces institutions to clarify their Market Position
• Builds a comprehensive enrollment management plan
• Focuses on strategies that will ensure colleges or
  universities define and meet their objectives
• Engages students using creative recruitment, marketing,
  and retention strategies
• Forges dynamic alliances across administrative
  departments including- Marketing, Admissions,
  Registration, Financial Aid, Student Services,
  Recruitment, Retention, Orientation, Academic Support,
  and Information Services
          – AACRAO SEM 2003
       Common Goals of SEM
• Stabilize, Growing, or  •   Evaluate Strategies and
  Reducing Enrollments        Tactics
• Increase Student Access •   Improve Services
  and Diversity           •   Improve Quality
• Reduce Vulnerabilities •    Improve Access to
• Align EM with Academic      Information
  Programs
• Predict and Stabilize
  Finances
• Optimize Resources

                                Adapted from Jim Black, 2003
Major Gaps in Many EM Plans
• Focus has been on simply increasing enrollment numbers.
• Student success defined as retention rates (does not address
  many of the reasons students attend post secondary education)
• Students recruited based on their probability of graduating – the
  student profile. (This may be acceptable for private selective
  institutions but most public institutions, especially community
  colleges, do not recruit based on a students probability of
  succeeding.)
• Organizational structure, while establishing institutional
  commitment to a concept, does not address institutional culture.
• Most S.E.M. plans sit outside of the overall institutional strategic
  plan thereby being both marginalized and not including in the
  overall institutional priorities.
                          SEM Success &
                         Innovation Models
RETENTION PLAN: Syracuse Univ., Youngstown State U
RECRUITMENT PLAN: University of Nebraska
FINANCIAL AID: Muhlenberg College
  http://www.muhlenberg.edu/admissions/aid.html
STRUCTURE & RESPONSIBILITIES: Univ of Cincinnati
ENVIRONMENTAL SCAN: Slippery Rock University
BRANDING: Washington State University
CAMPUS VISIT: Ferris State University
ORIENTATION: Missouri Univ. of S&T
CO-OP/INTERNSHIPS: WPI
Learning Disabled: Southern Illinois Univ – Carbondale
Supplemental Instruction: Univ of Missouri – Kansas City
The Power of Alignment
            Getting Started with SEM
The following four steps are fundamental to the development
   of a comprehensive recruitment and retention Plan

1. Determine the institution‘s capacity to serve students by
   degree program and types of students (traditional, non-
   traditional, graduate, etc.)
2. Establish Goals: need to be agreed upon by all involved
3. Formulate Strategies based on data
4. Develop action plan with tactics and an operational
   calendar:
   –   What exactly is going to be done
   –   When will it be completed
   –   Who is responsible
   –   How much will it cost
   –   How will you know if it has been accomplished (evaluation)
                                        Classroom Utilization
                                                  Classroom Utilization by Hour for Fall Semester 2007


             100%                                  97%
                                         96%          96%
                                                                                                                                     Mon - Wed - Fri
             90%                                                                                                                     Tues - Thurs
                                            88%
                                 86%
                               85%
                                                               81%
             80%                                                      78%



             70%
                                                                                   67%
                                                                         64%
                                                                                             62%
                     60%
             60%                                                                58%
                        56%
Percentage




             50%

                                                                                                       42%
                                                                                          41%
                                                                                                    40%
             40%


                                                                                                                           30%
             30%                                                                                              27%
                                                                                                                 23%
                                                                                                                                     21%
             20%                                                                                                        18%
                                                                                                                                  16%
                                                                                                                                              15%
                                                                                                                                            15%


             10%                                             8%



              0%
                    8:00 AM   9:00 AM   10:00 AM 11:00 AM 12:00 PM   1:00 PM   2:00 PM   3:00 PM   4:00 PM   5:00 PM   6:00 PM   7:00 PM   8:00 PM
                                                                               Time
                                                           1982-2006 Room Utilization Comparison

                100


                 90


                 80


                 70


                 60
& Utilization




                                                                                                                                  1982
                                                                                                                                  1995
                 50
                                                                                                                                  2001
                                                                                                                                  2006
                 40


                 30


                 20


                 10


                  0
                      7:00   8:00   9:00   10:00   11:00      12:00    1:00     2:00   3:00    4:00   5:00   6:00   7:00   8:00
                                                                        Time Period
             What is included in a
           Comprehensive SEM Plan?
1.    Strategic Framework: Mission, Values, Vision
2.    Overview of Strategic Plan Goals & Institutional Capacity
3.    Environmental Scan: Market Trends & Competition Analysis
4.    Evaluation and Assessment of Position in Market
5.    Enrollment Goals, Objectives, & Assessment Criteria
6.    Marketing and Communication Plan
7.    Recruitment Plan
8.    Retention Plan
9.    Student Aid and Scholarship Funding
10.   Staff Development and Training
11.   Student/Customer Service Philosophy
12.   Process Improvements and Technology System Enhancements
13.   Internal Communication and Data Sharing Plan
14.   Campus wide Coordination of Enrollment Activities
             Benchmarking
•   Determine Competitors & Comparators
•   www.collegeresults.com
•   College Board: Institutional Comparison
•   US News (United States)
•   McCleans (Canada)
•   Higher Ed Times (Great Britain)
•   Shanghi Jiaotong (China)
                    BENCHMARKING
                     RESOURCES
•   www.act.org (retention study and tracking charts, labor and education
    policy/tends)
•   www.ama.com (marketing trends and applications)
•   www.collegeboard.org (student psychographics
•   www.collegeresults.org (four-year retention benchmarking)
•   www.educationalpolicy.org (retention calculator)
•   www.nces.gov (2007 Digest of Education Statistics)
•   www.higheredinfo.org (college participation rates)
•   www.noellevitz.com (funnel analysis)
•   www.stamats.com (teen and parent trend analysis)
•   www.wiche.org (student projections)
•   www.educationtrust.org (k-18 environmental scans and best practices)
•   www.lumina.org (k-18 research and public policy analysis)
•   www.greentreegazette.com (higher education issues and news)
•   www.pewinternet.org (communication and internet trends)
•   www.postsecondary.org (education trends and issues reports)
•   www.communicationbriefings.com (tactics and analysis)
•   Chronicle of Higher Education August Almanac
•   Recruitment and Retention in Higher Education
           Recruitment Plan

• What submarkets are being addressed by
  who, when and how
• Pre-College Activities (camps, visits, etc)
• Freshmen
• Transfers
• Graduate Students
• Sub-Markets: traditional vs non-traditional
• Special Degree or Certificate Programs
Environmental and
Market Trend Scans
                Over 4200 Colleges & Universities:
                 Heavy Competition for Students
               Number of Colleges and Universities




SOURCE: U.S. Education Department

http://chronicle.com Section: The 2007-8 Almanac, Volume 54, Issue 1, Page 8
                Undergraduate Enrollment by
                Attendance Status 1986-2016
 12,000,000


                                                                                                                   10,333,000
 10,000,000
                                                                                  9,009,000



  8,000,000
                                          7,169,000
          6,348,000                                                                                                    6,259,000
                                                                                  5,618,000
  6,000,000
                                          5,094,000

          4,271,000

  4,000,000




  2,000,000




         0
              85-     88   90   92   94     96        98     00        02    04         06    08   10     12      14       15-
              86                                                                                                           16
College Board, 2007
                                                           Full-time        Part-Time
                                                                                                    Source: U.S. Department of Education
WICHE, 2008
          National vs. Regional Trends




WICHE, 2008
 College Going Rate Continues to Decline




WICHE, 2008
        Factors Most Noted in
         Choosing a College

•   Majors & Career Programs Offered
•   Location/Campus Characteristics
•   Cost/Affordability
•   Campus Size/Safety
•   Characteristics of Enrolled Students
•   Selectivity
National Student Success Trends




ACT, 2007
  Financial considerations the most common
          reason for leaving college
                                                           Financial reasons
 40%
                                                           Other
 35%
                                                           Family responsibilities
 30%
                                                           Class not available / scheduling
 25%                                                       inconvenient
                                                           Dissatisfaction with program / school /
 20%                                                       campus / faculty
                                                           Completion of degree / certificate
 15%
                                                           Academic problems
 10%
                                                           Finished taking desired classes
   5%
                                                           Personal health reasons
   0%
                Reasons for discontinuing                  Traumatic experience

                postsecondary education                    Military service

SOURCE: ELS:2002 ―A First Look at the Initial Postsecondary Experiences of the
High School Sophomore Class of 2002 (National Center for Education Statistics)
FS2007 First Time College Domestic Enrollment Yield




FS07 First Time College Enrollees (1040)

FS07 First Time College Admits (2154)

FS07 First Time College Applicants (2305)

FS07 First Time College Inquiries (9629)
SOURCE: US Dept. of Education 2005
    Future Students: Demographic
       and Population Changes
• Fewer first-time, traditional students in the
  overall pipeline until between 2015 -- while older
  population is growing
• More students of color
• More students of lower socioeconomic status
• More students unprepared college level work




WICHE, 2003 & 2008
      NATIONAL Shift Impacts on Higher
               Education

1. Nationally, in 2009-10 the number of high
   school graduates will begin a gradual decline.
2. The proportion of minority students is
   increasing and will account for about half of
   school enrollments within the next decade.
3. High school graduates in the future will include
   higher percentages from families with low
   incomes.

Knocking at the College Door: Projections of High School
   Graduates by State, Income, and Race/Ethnicity,
   WICHE 2008.
             Labor Demand vs. Student Interests




Source: U.S. Department of Labor, Bureau of Labor Statistics,
  www.bls.gov/emp/home.htm
                           New Students’ Intended Major
   28%
                                1976-77 to 2006-07


   21%




   14%




    7%




    0%
          Business    Engineering   Education   Biological   Computer    Social    Art, Music,     Health
                                                Sciences      Science   Sciences     Drama       Professions

College Board, 2007                   76-77        86-87       96-97      06-07           SOURCE: CIRP
                  20,000 Fewer Potential Engineering Majors
                  College Bound ACT Tested Students Interested in Any Engineering Field

  70000




  65000




  60000




  55000




  50000




  45000
                                                                                                      > 5%


  40000
         1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007
  Number 63653 66475 67764 64571 64937 63329 63601 65329 65776 61648 54175 52194 51445 48438 45049 42738 43198




SOURCE: ACT
     Missouri‘s 2004-05 Student
   Funnel for All Engineering Fields
• High School Seniors:              61,378
• High School Graduates:
     57,573
• ACT Testers/College Bound:
     42,862
• Any Engineering Interest, all scores:
     1,599
• Engineering Interest, +21 comp. score:
     1,102
 (21 = MO average score / 50%)
    In-state vs. out-of-state freshmen
         recruitment funnel ratios




SOURCE: Noel Levitz 2006 Admissions Funnel Report
SOURCE: College Board, 2007
Constant Growth in One Demographic Market: Adults Over 60




  SOURCE: US Census Bureau
   PARTICIPATION IN REMEDIAL EDUCATION: Percentage of
entering freshmen at degree-granting institutions who enrolled
  in remedial courses, by type of institution and subject area:
                            Fall 2000




NOTE: Data reported for fall 2000 are based on Title IV degree-granting institutions that enrolled freshmen in 2000. The categories used for analyzing these data include public 2-
year, private 2-year, public 4-year, and private 4-year institutions. Data from private not-for-profit and for-profit institutions are reported together because there are too few private
for-profit institutions in the sample to report them separately. The estimates in this indicator differ from those in indicator 18 because the populations differ. This indicator deals with
entering freshmen of all ages in 2000 while indicator 18 examines a cohort (1992 12th-graders who enrolled in postsecondary education).




SOURCE: Parsad, B., and Lewis, L. (2003). Remedial Education at Degree-Granting Postsecondary Institutions in Fall 2000 (NCES 2004–010), table 4. Data from U.S. Department of
Education, NCES, Postsecondary Education Quick Information System (PEQIS), ―Survey on Remedial Education in Higher Education Institutions,‖ fall 2000.
SOURCE: http://www.postsecondary.org/archives/Posters/192Chart1.pdf
COLLEGE COST COMPARISON




          SOURCE: The College Board 2006, MAP: TIME, November 6, 2006
                                                  Alabama                                                                                 -10.7
                                                 Louisiana                                                                               -10.5
                                               Mississippi                                                                        -9.8
                                               Tennessee                                                                       -9.3
                                                   Nevada                                                                      -9.3
Projected State and Local Budget Surplus




                                                      Texas                                                                  -8.9
                                                    Oregon                                                            -8.2
 (Gap) as a Percent of Revenues, 2013




                                              Washington                                                             -8.0
                                                   Missouri                                                      -7.4
                                             South Dakota                                                      -7.0
                                            South Carolina                                                     -7.0
                                                      Idaho                                                   -6.9
                                                     Florida                                                 -6.8
                                            North Carolina                                                  -6.7
                                                    Indiana                                                -6.5
                                                        Iowa                                              -6.3
                                                 California                                              -6.2
                                              New Mexico                                               -5.9
                                                        Utah                                          -5.8
                                                  Montana                                             -5.8




                                                                                                                                                        Source: NCHEMS; Don Boyd (Rockefeller Institute of Government), 2005
                                             United States                                           -5.7
                                             Rhode Island                                            -5.7
                                                     Alaska                                          -5.7
                                             Pennsylvania                                           -5.6
                                                     Illinois                                       -5.6
                                                     Hawaii                                       -5.3
                                                   Georgia                                       -5.2
                                                 New York                                        -5.2
                                                    Arizona                                     -5.1
                                                  Michigan                                   -4.8
                                                  Kentucky                                   -4.8
                                             West Virginia                                   -4.8
                                                  Colorado                                 -4.4
                                                Minnesota                                  -4.4
                                                Oklahoma                                  -4.3
                                                 Nebraska                                 -4.3
                                                    Virginia                             -4.2
                                                 Arkansas                                -4.2
                                                    Kansas                             -3.9
                                              Connecticut                             -3.8
                                             North Dakota                          -3.3
                                                        Ohio                     -3.0
                                                   Vermont                      -2.9
                                                Wisconsin                      -2.8
                                            Massachusetts                   -2.3
                                                  Maryland                -2.1
                                                      Maine            -1.6
                                              New Jersey           -1.0
                                                 Delaware          -1.0
                                           New Hampshire        -0.5




                                                            0



                                                                              -3



                                                                                                   -6



                                                                                                                        -9



                                                                                                                                                  -12
College Board, 2007
College Board, 2007
Female Enrollments Exceed 57% of All College Students




      SOURCE: NCES, The Condition of Education 2006, pg. 36
                      NATIONWIDE HS SENIORS ACT TESTED 2001-2007

     1400000


     1200000


     1000000


      800000                                                       All Students
                                                                   Female
      600000                                                       Male


      400000


      200000


           0
               2001     2002   2003   2004   2005   2006   2007

SOURCE: ACT EIS
              Psychographic FACTOID:
Landline telephones are still a lifeline for teen social life
Girls continue to lead the charge
 as the teen blogosphere grows
• 28% of online teens have created a blog, up from 19% in 2004.

• Overall, girls dominate the teen blogosphere; 35% of all online teen
  girls blog, compared with 20% of online teen boys.

• This gender gap for blogging has grown larger over time. Virtually all
  of the growth in teen blogging between 2004 and 2006 is due to the
  increased activity of girls.

• Older teen girls are still far more likely to blog when compared with
  older boys (38% vs. 18%), but younger girl bloggers have grown at
  such a fast clip that they are now outpacing even the older boys
  (32% of girls ages 12-14 blog vs. 18% of boys ages 15-17).

•   SOURCE: PEW 12/19/2007
 HOMESCHOOLED STUDENTS: Number and distribution of
   school-age children who were home schooled, by
    amount of time spent in schools: 1999 and 2003




NOTE: Detail may not sum to totals because of rounding. Homeschooled children are those ages 5–17 educated by their parents full or part time who are in a grade
equivalent to kindergarten through 12th grade. Excludes students who were enrolled in public or private school more than 25 hours per week and students who
were homeschooled only because of temporary illness.



SOURCE: Princiotta, D., Bielick, S., Van Brunt, A., and Chapman, C. (2005). Homeschooling in the United States: 2003 (NCES 2005–101), table 1. Data from U.S.
Department of Education, National Center for Education Statistics, Parent Survey of the National Household Education Surveys Program (NHES), 1999 and Parent
and Family Involvement in Education Survey of the NHES, 2003.
   MOBILITY OF COLLEGE STUDENTS: Percentage of freshmen who had graduated from high
     school in the previous 12 months attending a public or private not-for-profit 4-year college in their
                                           home state: Fall 2006




NOTE: Includes first-time postsecondary students who were enrolled at public and private not-for-profit 4-year degree-granting institutions that participated in Title IV federal financial aid programs.
See supplemental note 9 for more information. Foreign students studying in the United States are included as out-of-state students. See supplemental note 1 for a list of states in each region.



SOURCE: U.S. Department of Education, National Center for Education Statistics, Fall 2006 Integrated Postsecondary Education Data System (IPEDS), Spring 2007.
     Top Twenty Graduate Degrees
      Searched for on gradschools.com since 2004

1.  History              11. Physician Assistant
2.  Physical Therapy     12. Sports Administration
3.  Journalism           13. MBA
    Communications       14. Fine Arts
4. Social Work           15. International Relations
5. Fashion & Textile     16. Art Therapy
    Design
                         17. Counseling & Mental Health
6. Clinical Psychology
                           Therapy
7. Law
                         18. Public Health
8. Architecture
                         19. Educational & School
9. Biology
                           Counseling
10. Creative Writing
                         20. School Psychology
  HIGHEST ADVANCED DEGREE ATTAINED: Percentage of 1992–93
bachelor’s degree recipients who had earned an advanced degree by
2003, by bachelor’s degree field of study and highest degree attained




# Rounds to zero.




NOTE: Master‘s degrees include students who earned a post-master‘s certificate. First-professional programs include Chiropractic (D.C. or D.C.M.), Pharmacy (Depart), Dentistry (D.D.S. or D.M.D.),
Podiatry (Pod.D. or D.P.), Medicine (M.D.), Veterinary Medicine (D.V.M.), Optometry (O.D.), Law (L.L.B. or J.D.), Osteopathic Medicine (D.O.), or Theology (M.Div., M.H.L., or B.D.). Detail may not
sum to totals because of rounding.




SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993/03 Baccalaureate and Beyond Longitudinal Study (B&B:93/03), previously unpublished tabulation (September
2005).
             Trends Summary
1.   Decreasing numbers of high school graduates in
     the Midwest and Northeast
2.   Declining percentage of high school graduates
     pursuing higher education directly out of high
     school
3.   Increasing numbers of freshmen choosing to start
     at community colleges
4.   Increasing diversity and financial need of future
     high school graduates
5.   Increasing dependence on student loans and a
     larger percentage of household income needed to
     pay for college
6.   Continued growth in the college student gender
     gap
7.   Ongoing interest declines for non-biology STEM
     majors
     SEM Strategies for Success

1. Increase the College Going Rate
2. Increase Retention
3. Reach-out Further
4. Increase College Participation in Primary
   Markets
5. Look for Post Retirement Student
   Opportunities - Certificate Programs
6. Focus on Transfers from 2-year Colleges
7. Further develop Graduate Outreach and
   Graduate Certificate Programs
          The Entire Campus Must be
            Engaged in the Solution
―Changing demographics is not simply an issue for
  enrollment managers—and enrollment managers
  cannot ―do magic‖ to perpetuate the status quo.

Trustees, presidents, deans, faculty, and other
  administrators need to engage in some serious
  strategic planning to project manageable goals,
  not only from the institution‘s perspective, but
  also from the perspective of providing access and
  opportunity to this new group of students.‖
SOURCE: College Board. (2005). ―The Impact of Demographic Changes on Higher Education‖
       A Significant Challenge
• Creating a unified SEM structure is complicated
  by the fact that the university is structured to be
  decentralized and protect academic units from
  environmental shifts (such as what occurs in
  enrollments).
• Most faculty do not know about (and even more
  do not understand the importance) of strategic
  enrollment management.
• The faculty need to know the difference!
            Faculty SEM Needs
• Faculty need information/data: start with
  Deans/Chairs.
  EX: student demand for general education
  courses
• Help predict workload (# of student by program)
• Admissions and Student Profile Trends: What are
  their learning needs and classroom expectations?
• What are issues with international recruitment and
  admissions
• Identification of roadblocks or obstacles keeping
  students from graduating.
• Effective recruiting strategies and the faculty‘s role
           How to Engage Faculty
• Reach out, invite, feed
• Provide information:
  – Understanding Current Students needs/activities
    (psychographics)
  – Understanding ―Helicopter‖ Parents
• Ask for Departments to determine their
  capacity to serve with current resources
• Ask for a desired student profile
• GRAD PROGRAMS: Ask for preferred top 10
  feeder schools
Student Services SEM Needs

Building the ―Caring Campus‖ atmosphere depends on Student Services
   understanding of the students‘ needs and the institution‘s performance goals

•   The Campus Visit‘s impact on Recruitment

•   Retention implications: Outside of the classroom, largest interaction with
    students

•   Learning New Students‘ Profile and College Expectations and Needs for
    Outside of Class and best matching the campus services…plus dealing with
    Helicopter Parents 

•   Understanding how to serve the Needs of Institution‘s Targeted Student
    Markets

•   Knowing new students‘ previous co-curricular experiences in high school, at
    the community college, or through work.
          SEM Professionals
         Use and SHARE Data
• Become a data expert
• Translate the data into a form and with
  messages attached that engage the
  interests of faculty and administrators
• Train your staff to use data and expect
  them to use it
• Share data and invite others to help you
  interpret it
Michael Hovland, 2006
         Core SEM Reports

• Weekly ―Funnel‖ Reports
• Key Performance Indicators (KPIs)
• Annual Environmental Scans & SWOT updates
• New Student Profiles Prior to Start of Classes
• Student Profile after Census Date
• Admission Yield Reports by Major, Ethnicity,
  Gender, Geography, Date of Application
• Re-enrollment Reports by Ethnicity, Gender,
  Geography, GPA, ACT/SAT Scores, HS GPA &
  Class Rank and Financial Income.
        What do SEM Leaders Read?
In addition to ACT, College Board & AACRAO SEM
   publications…..

•   Chronicle of Higher Education
•   Greentree Gazette
•   University Business
•   Inside Higher Ed (like Chronicle, but free)
•   ACT News You Can Use (www.act.org)
•   Google News Search: ―University Enrollment‖
• Postsecondary Education OPPORTUNITY
• State Economic & Demographic Reviews (OSEDA)
• Anything by Michael Dolence, Tom Mortenson, Bob
  Bontager, David Kalsbiek, Bob Sevier, Richard Whitesides,
  Bob Johnson, Stan Henderson, and Jim Black
• Much, much more
       Strategic Enrollment
    Management Plan 2007-2011
•   Increase Success of Students
    –    Retention Rates
    –    Graduation Rates
•   Increase College Going Rate & Access
    1.   Access & Affordability
    2.   Pipeline of College Ready Students
    3.   Strategic Partnerships
    4.   Outreach/Education
    5.   Scholarships
•   Expanding Current Markets & Capturing New Markets
    1.   Out-of-state students
    2.   Transfer Students
    3.   Female Students
    4.   Underrepresented Minority Students
    5.   International Students
    6.   Graduate Students
    7.   Nontraditional Students

				
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