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Colorado State University—Pueblo

ENROLLMENT MANAGEMENT PLAN

Submitted By

The Enrollment Management Task Force May 5, 2003

CSU- Pueblo Enrollment Management Plan, May 5, 2003.

TABLE OF CONTENTS

Page

Executive Summary: Goals and Recommendations……………………………………. 4 Enrollment Management Plan…………………………………………………………… 8

Guiding Values…………………………..……………………………………….. 10 The Form of Recommendations………………………………………………….. 11 Recruitment Plan……………………………………………………………….…. 12

Introduction………………………………………………………………. 12

Strategic Approach to Recruitment……………………………… 13 Undergraduate Recruitment and Enrollment Goals……………... 13 Graduate Recruitment and Enrollment Goals…………………… 21

Tactical Plan for Recruiting Activities…………………………………… 25

Market Research…………………………………………………. 25 Publications and Advertisements………………………………… 26 Website Development and Internet Services…………………….. 26 Student Search Programs………………………………………… 27 Resident, Non-Resident and International Recruitment Travel….. 28 Programs, Activities, and Projects……………………………….. 32 Recruitment and Application Processing………………………… 35 Information and Service………………………………………….. 37 Financial Aid and Scholarships………………………………….. 41 University Policies and Procedures……………………………… 43

Retention Plan…………………………………………………………………….. 47

Introduction………………………………………………………………. 47 Overview of Recent Trends……………………………………………… 47 Factors Related to Retention Rates for CSU-Pueblo…………………….. 48 Goals……………………………………………………………………... 53 Tactics to Increase Retention Rate………………………………………. 53 Tactics to Increase Graduation Rates……………………………………. 58

Marketing Plan…………………………………………………………………… 59 Introduction……………………………………………………………… 59 External Tactics………………………………………………………….. 60 Internal Tactics…………………………………………………………… 64 Tagline and Key Marketing Messages…………………………………… 66

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Impact of Recruitment, Retention and Marketing Plans…………………………. 67 Implementing the Enrollment Management Plan………………………………… 67 Timeline…………………………………………………………………. 67 Cost and Priorities……………………………………………………….. 68 Oversight and Assessment………………………………………………. 68 Conclusion……………………………………………………………………….. 69 Appendix A: CSU-Pueblo Recruitment Travel Activities

Colorado 2002-2003…………………………………………….. 70 Appendix B: CSU-Pueblo Recruitment Travel Activities

Colorado Community Colleges 2002-2003……………………... 79 Appendix C: CSU-Pueblo Recruitment Travel Activities

Out-of-State 2002-2003…………………………………………. 81 Appendix D: Projected Enrollments Based on Recruitment And Retention Goals…………………………………………….. 84 Appendix E: Prioritized Tactics by Cost…………………………………………. 85

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EXECUTIVE SUMMARY: GOALS AND RECOMMENDATIONS

On October 29, 2002 President Ronald L. Applbaum appointed the Enrollment Management Task Force and charged it with developing a plan to achieve the optimum enrollment for the campus. In response, the Task Force submitted this report, which articulates foundational principles for enrollment management, identifies key recruitment and retention goals and describes detailed strategies in the areas of recruitment, marketing and retention. Key goals and strategies are summarized below. Enrollment Management Goals:

1. Increase the number of enrolled first-time freshmen from the fall 2002 headcount of 717 to 839 by fall 2005. 2. Increase the number of enrolled transfer students from the fall 2002 headcount of 342 to 368 by fall 2005.

3. Increase the number of enrolled graduate students in current USC programs from the fall 2002 headcount of 106 to 136 by fall 2005. 4. Increase the quality of new matriculates, as measured by their average index score and transfer grade point average by fall 2005.

5. Increase the retention rate from the fall 2002 level of 64.3% to 68% by fall 2006, when the increases in admissions standards are fully implemented.

6. Increase the six-year graduation rate from the current rate of 28% (averaged across three years) to no less than 30% (averaged across three years) by 2006-2007.

Recruitment Strategies and Tactics

1. Improve recruitment market research to determine targeted and growing market areas for academically qualified resident and non-resident students; do this by conducting more comprehensive analyses of currently available data, purchasing data bases and software, reporting application and enrollment data more fully, conducting feedback assessments of all recruitment programs and activities to determine effectiveness and areas for improvement, conducting surveys of admit and regret students, and training key Admissions and Records staff on data collection and analysis.

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2. Improve publications and advertisements by increasing distribution, more closely and strategically coordinating mailings, and developing new materials in key areas. 3. Improve web and internet services by expanding services available on-line, increasing accessibility and ease of use, expanding range of publications available on-line, automating some electronic responses to standard inquiries, and developing a more personalized response process for key inquiry types. 4. Improve participation in student search programs that identify qualified prospective students by increasing the minimum admissions criteria specified, sending personalized letters to identified potential recruits, following up with timed strategic correspondence throughout the recruitment and admission process, providing academic departments with electronic files for additional follow up, evaluating the effectiveness of the various search programs, and continuing to recruit students who have applied to CSU and do not meet CSU admissions criteria but meet CSU-Pueblo admissions criteria. 5. Improve resident, non-resident and international recruitment travel by continually adjusting travel schedule in light of enrollment trends and outcomes, increasing the number of high school visits in Colorado's population centers, designing special programs and activities for students and parents from Pueblo County, replacing some generic visits to area community colleges with scheduled, individual appointments with prospective students, expanding travel out-of-state in key market areas, initiating an alumni ambassador program, better evaluating outcomes of international recruitment travel schedule and modifying accordingly, and collaborating with CSU on some non-resident recruitment efforts. 6. Improve programs, activities and projects by developing more effective events and communication channels for transfer and high school students and counselors, coordinating written follow up communications, conducting high school classroom visits through Senior-to-Sophomore program, attending some events hosted by CSU for counselors, continuing to rely on the President as the contact person for students with records of high academic achievement, developing a concurrent admissions program with regional two-year colleges, and collaborating with CSU on international recruitment. 7. Improve recruitment and application processing by increasing efficiency in data entry and response, revising the communication plan for all inquiries, personally contacting students with incomplete files, improving coding system and accuracy of data entry, developing and providing more staff training, implementing a document imaging system for archiving files, and better managing the decision making process. 8. Improve information and service by fully implementing a customer service approach that stresses timely and accurate information, quality service and personal attention, remodeling and maintaining the Admissions and Records area to be more efficient and attractive, hiring and training qualified, competent staff, maintaining current and accurate resource materials, assisting other campus units' recruitment efforts, and regularly evaluating performance, programs and service. 9. Improve financial aid and scholarships by developing a new awarding philosophy consistent with University recruitment and retention goals, reviewing and realigning institutional scholarships to awarding philosophy, redesigning information materials, and

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exploring the expansion of the Financial Aid Consortium agreement with PCC and TSJC to the other regional two-year institutions. 10. Improve University policies and procedures by evaluating them in terms of state mandates and impact on recruitment and retention of students, and modifying them as needed. Particular attention should be given to ACT and SAT test score requirements for non-traditional student, application and admissions decisions deadlines, application processing fee waivers, the types of admissions decisions appropriate for freshmen and transfer applicants, legacy applicants, recording students' confirmation and regret decisions, guest registration option, and the Western Undergraduate Exchange program.

Retention Strategies and Tactics 1. Improve the academic preparation of students by increasing the proportion of new freshmen with high school GPA’s of at least 2.50 and by more centrally focusing orientation on academic life and transitioning from high schools and community colleges to the university. 2. Improve academic advising by providing central advising for undecided students, college or program based advising for declared majors and undeclared students whose potential majors fall within one college/school, an expanded Early Alert System, and professional staff or faculty to serve as college-based lead advisors. 3. Improve support for students at risk by instituting a policy requiring completion of remedial coursework by 30 credits, requiring students to take a course to improve academic skills, continuing specialized tutoring programs, instituting a summer success program, limiting the number of credits students may attempt, and reviewing grading policies, learning strategies, performance feedback and support services in high risk courses. 4. Improve the first-year experience for all students by incorporating current, specialized support programs for first year students (e.g., FOCUS, US 151, remedial instruction) into an expanded, comprehensive, integrated program for all students 5. Improve academic policies that address attendance, withdrawal, course repetitions, advising, academic appeals, academic renewal, and academic improvement plans for probationary and re-entering suspended students. 6. Improve student support by establishing a campus ombudsman, requiring all students dropping out or stopping out to have an exit interview, and effectively informing stop-outs of the next registration cycle. 7. Improve financial aid by addressing the financial aid appeals and decision-making process, revising the aid packaging philosophy, and providing more effective and accessible information to students. 8. Improve student life by creating a multicultural center, implementing an experiential aspect to the orientation program, renovating and improving outdated student-life facilities, re-examining the live-in housing policy, and generally addressing the recommendations of the Student Life Task Force.

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9. Improve support for international students by providing a faculty advising sooner in the admissions/orientation process, implementing a FOCUS experience geared to international students, communicating to prospective students in more detail about the costs of attending CSU-Pueblo, helping students to find on-campus employment, explaining new SEVIS Immigration regulations, involving continuing students in recruitment activities, and better connecting international students with campus faculty and staff. 10. Improve scheduling and sequencing of courses to increase access and minimize bottlenecks. 11. Improve the general education program to insure transferability among majors and reduce the number of specialized versions of courses. 12. Improve the graduation planning process by requiring that all majors have four-year

course plans and by revising the planning timeline to allow for audit prior to final semester.

Marketing Strategies and Tactics

1. Improve the University’s external marketing campaign by incorporating designated key marketing messages, updating appearance of materials, expanding print outlets, initiating a radio campaign, using cable television outlets, making better use of the CSU-Pueblo web site, expanding direct mail promotions, using other advertising modes, and increasing news releases and tips about student, faculty, and alumni successes. 2. Improve the University’s internal communications and operations in relation to marketing by strengthening the relationship between External Affairs and Admissions in producing recruitment materials, improving communication systems to better inform faculty, staff and students about University events, promoting a culture of student appreciation, establishing External Affairs as the central source for University promotional information and materials, standardizing the University image used in unit publications and materials, and helping to create a culture of community engagement.

Projected Impact of Strategies on Enrollment The Task Force concluded that implementing the strategies described above will have a dramatic impact on the quality and effectiveness of University enrollment management activities, resulting in an increase in enrollments. In terms of quality, the strategies are designed to improve policies, procedures, and practices associated with admissions and records, academic programs, student support, student life, public relations, and marketing. These improvements are designed, ultimately, to result in an increase in enrollments and improved quality of the first-time, full-time freshmen cohort. The Task Force believes that the stated enrollment goals are reasonable to expect as outcomes of these comprehensive improvements. If the recommended enrollment and retention goals are met as described above, total headcount enrollment at the University will increase from 4044 in fall 2002 to 4,511 by fall, 2005. FTE enrollment will increase from 3,592 to 3,834 in that same time period.

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Founded in 1933 as Southern Colorado Junior College, the University of Southern Colorado has grown from being a community college with two instructors and 63 students to being a regional comprehensive university with over 300 full- and part-time faculty instructing 4,000 students and offering 32 undergraduate and graduate degree programs. Over the last decade, however, student enrollment has fallen. Total headcount, which was 4,491 in fall 1992, decreased to 4,044 by fall 2002—a 9.95% drop. The full-time equivalency enrollment decreased by 18% over the same period to 3,592 in fall 2002. In contrast, minority enrollment increased, and the Hispanic student population surpassed 25% of the total student population in 2000, resulting in the U.S. Department of Education recognizing the University as a Hispanic Service Institution (HSI). In fall 2002, 28% of the student population was Hispanic. After much study, the University concluded that a major explanatory factor for the steady pattern of declining overall enrollments was the lack of consensus in the state, the region and even on campus about the University’s identity. Therefore, throughout 2001 and the first half of 2002, the University sought to clarify its role in Colorado higher education. After extensive campus and community deliberations, the University, in collaboration with the Colorado State University System, proposed to change its mission and its name. On May 29, 2002 Governor Bill Owens signed legislation that specified:

There is hereby established a university at Pueblo, to be known as Colorado State University-Pueblo, which shall be a regional, comprehensive university with moderately selective admissions standards. The university shall offer a broad array of baccalaureate programs with a strong professional focus and a firm grounding in the liberal arts and sciences. The university shall also offer selected master’s level graduate programs.

Simultaneously, the University implemented its 2002-2007 Strategic Plan to advance its new mission. The Plan articulates eight goal areas: excellence in all University activities; a comprehensive curriculum; a learning-centered approach to teaching and support services; enhanced scholarly and creative activities; sophisticated use of information technology resources; effective student development activities; meaningful community outreach; and rigorous planning. The University also gave highest priority to recruitment activities. A reorganized enrollment management division was created and marketing, recruitment, and data tracking efforts were intensified. As a result, fall 2002 resident enrollment stabilized and the number of new freshmen increased by 6.8% over 2001. Spring 2003 headcount reached its highest level since 19xx. However, the number of new transfer students decreased, the University’s overall retention rate decreased, and the non-resident enrollment dropped significantly with the greatest decreases

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occurring in the continuing international and Western Undergraduate Exchange (WUE) student categories. It became clear that the University needed to take a more comprehensive approach to enrollment management—one that recognizes and builds upon:

(1) a thorough understanding of the University’s mission, vision and current circumstances; (2) strategic planning that establishes appropriate, specific, and measurable goals, identifies those responsible for achieving those goals, and describes strategies and tactics for achieving those goals; (3) the synergistic effects of recruitment, retention and marketing on total enrollments;

(4) the strategic and optimum use of personnel and data resources so as to be competitive in recruitment markets; and (5) the improvement of academic and support services to students in terms of effectiveness, efficiency and responsiveness.

On October 29, 2002, President Ronald L. Applbaum appointed the Enrollment Management Task Force and charged it as follows:

The charge of the Enrollment Management Task Force at the University of Southern Colorado is the systematic development of ways to achieve the optimum enrollment for the campus. Consistent with the new mission of the University as Colorado State University – Pueblo, optimum enrollment must reflect the ethnic diversity of the region and state and must provide adequate opportunity for success to ensure completion of academic programs. Optimum enrollment must be determined within the broadest context through the strategic planning process. Toward this end, the Enrollment Management Task Force will help to coordinate the enrollment planning effort; provide input into the campus strategic plan; explore and recommend options for recruitment, admissions, retention and graduation; evaluate the effectiveness of enrollment management efforts; establish an integrated campus enrollment management philosophy; and forge strategic and tactical plans setting forth methodologies for achieving the desired enrollment goals.

The President stipulated that the outcome of the Task Force’s deliberations should be a plan that addresses three major topics: recruitment, retention and marketing. Additionally, the plan should have a three-year implementation phase. During the first year, a comprehensive approach to enrollment management will be developed, including broad campus consensus and the naming of an implementation team. During the second year, integrated efforts and systems will be implemented. During the third year, strategic enrollment decisions will yield results in terms of recruitment, retention and graduation data. Oversight for implementation and coordination of the Enrollment Management Plan will reside in the Division of Academic Affairs – Office of the Provost. Noting that the Task Force must have campus-wide participation, the President appointed the following people to the Enrollment Management Task Force:

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Pam Anastassiou, Director of Admissions and Records (resigned February, 2003) Hector Carrasco, Dean, College of Education, Engineering and Professional Studies Paul Chacon, Professor, Mathematics Department Lin Chang, Director, Institutional Research and Analysis Lauren Donley, President, Associated Student Government Renee Drabier, Associate Provost and Chief Information Officer Gary Dukes, Dean, Student Life Donald English, Director, Continuing Education Jane Fraser, Professor and Chairperson, Engineering Rex Fuller, Dean, Hasan School of Business Chris Gage, Director, Athletics Sue Hanks, Professor, Hasan School of Business Eric Hill, Senator, Associated Student Government Barbara Montgomery, Provost; Chair of Enrollment Management Task Force Jennifer Mullen, Associate Professor and Chairperson, Mass Communication Mary Ontiveros, Director, CSU Enrollment Management Cora Zaletel, Assistant to the President for External Affairs

Additionally, three working groups were established: the Recruitment Planning Group (chaired by Mary Ontiveros), the Retention Planning Group (chaired by Rex Fuller), and the Marketing Planning Group (chaired by Cora Zaletel). These working groups were composed of both Task Force members and University staff with special expertise in the particular area. Lin Chang, Director of Institutional Research, provided support for all three working groups. The Enrollment Management Task Force met twice a month from November 14, 2002 through April 24, 2003. Meetings were devoted to discussing general direction and strategies, reviewing the planning progress of the working groups, prioritizing initiatives, and editing drafts of written reports.

GUIDING VALUES

In order to develop an effective enrollment management plan, it is essential for the institution to clearly articulate basic core values in light of its mission and role in the educational marketplace. These values represent the underlying commitments of the University in all that we do, including efforts related to enrollment management. Many of these values will form the basis for key messages to the public that describe the University—its educational opportunities, teaching and learning philosophy, and campus environment. The University is dedicated to promoting and communicating these core values throughout the recruitment process as a way to persuade potential students of the benefits in attending the University.

1. CSU-Pueblo values high quality teaching and learning, characterized by the active and energetic involvement of students, the integration of theory, research and application, rigorous academic expectations, a highly knowledgeable and student-centered faculty, and the assurance that every class is being taught by fully qualified faculty.

2. CSU-Pueblo values student success by ensuring that every student has the opportunity

and resources to accomplish their educational goals, promoting individual relationships between students and faculty, providing out-of-class learning support services, and

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nurturing the development of the whole student with comprehensive student life activities and programs.

3. CSU-Pueblo values having a diverse student body and campus environment that is open

and sensitive to people of all races, ethnicities, cultures, and economic and social backgrounds, that ensures equity and fairness for all, and that honors campus diversity as an valuable context for learning how to live and work effectively in a complex world.

4. CSU-Pueblo values offering a comprehensive curriculum of academic degree programs

representing, at the undergraduate level, a wide range of educational choices in art, business, education, engineering, health care, mathematics, science, social science, technology, and other professional programs; and, at the graduate level, areas of study that meet the region’s needs for professionals with advanced degrees.

5. CSU-Pueblo values accurate, timely, responsive, respectful communication with students,

their families, high school and community college representatives, educational agencies, community organizations and, equally as important, among members of the campus community.

6. CSU-Pueblo values competent and knowledgeable faculty and staff who are effective

ambassadors for the institution at all times and who are engaged in continuous and self-motivated professional development through orientation, training, educational, and, for faculty, scholarly activities.

7. CSU-Pueblo values its historically small size relative to other universities, which coupled

with its focus on teaching, allows for small, highly interactive classes, high levels of student access to faculty, direct and frequent communication between students and faculty and between students and support staff, effective use of its physical facilities, and an open and safe campus environment.

8. CSU-Pueblo values its historical roots as a former two-year institution and celebrates its

transition to a full-fledged regional, comprehensive university

THE FORM OF RECOMMENDATIONS: STRATEGIES, TACTICS, RESPONSIBLE PARTIES AND PRIORITY RATINGS

The eight fundamental values above underlie the recommendations about enrollment management that follow. The recommendations are organized into three plans: a recruitment plan, a retention plan, and a marketing plan. Each plan assesses the current, relevant state of affairs and then presents recommendations for action over the next three years (i.e., 2003-04, 2004-05, 2005-06). General, strategic directions are developed by specific, action-oriented tactics. Some tactics stress the importance of continuing already established, effective activities; most describe new endeavors that should be instituted. The responsible unit is noted for each tactic. Additionally, each tactic is evaluated for its potential impact in increasing enrollments (“HI” for high impact or “MI” for moderate impact) and its probably cost (“HC” for high cost, “MC” for moderate cost, “LC” for low cost, and “CB” for already included in current budget). Following these plans, the Enrollment Management report concludes with recommendations for implementing and assessing the outcomes of the plans. Finally, appendices include detailed, support information and data.

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RECURITMENT PLAN 2003-06

INTRODUCTION To address enrollment declines over the past ten years, Colorado State University-Pueblo will take full advantage of the opportunity to embrace and benefit from the official name change to Colorado State University-Pueblo as it faces the many internal and external challenges that lie ahead. It should be noted that soon after receiving legislative approval for the name change last spring, the University took immediate steps to identify and address issues and concerns related to the recruitment of students. Numerous recommendations, adjustments, and changes were made that, along with other factors, resulted in the reversal of the downward trend in the enrollment of new students. For Fall 2002, the University experienced a 7 percent increase in the number of new freshmen and a 2 percent increase in new transfer students. These increases signal an end to the new student enrollment decreases of the past and can be used as a springboard for future successes. The intent of this recruitment document is to provide guidance for the University as it seeks to identify, attract, admit, and enroll qualified students consistent with the goals and policies of the institution. There are three components to the plan:

1. Strategic Approach and Recruitment Principles and Guidelines − This component describes the data driven strategy and new approach for the plan. Identified underlying principles and guidelines act as the foundation for the overall recruitment effort.

2. Undergraduate and Graduate Recruitment and Enrollment Goals − These goals focus on

increasing the number of first-time resident and non-resident freshmen, transfer, and graduate students.

3. Tactical Plan - This section describes the three-year plan for programs, projects, and

activities that will be implemented to meet the recruitment and enrollment goals. The plan also designates the office or unit responsible for specific programs and activities.

The University recognizes the importance of data as the driving force behind the recruitment plan and has committed to providing a mechanism that will allow the Office of Admissions and Records and other key units access to data necessary to establish benchmarks and develop projections. Future decisions regarding the success of the plan and the allocation or re-allocation of funds must be based on tangible results. Therefore, the plan must be reviewed and evaluated on a yearly basis. Continual adjustments to the strategy and the tactics will be necessary as additional information is obtained and other activities are introduced. Finally, the success of the recruitment plan is dependent upon a collaborative, positive, and respectful working relationship among University units and academic departments. Administrative support at all levels is vital as is the commitment to allow sufficient time for its full implementation.

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Strategic Approach to Recruitment In the past, the approach to implementing a recruitment plan, at times and for a number of reasons, has lacked focus, direction, creativity, commitment, and professionalism. With increased competition and stepped up recruitment efforts from other institutions, Colorado State University-Pueblo has lost ground and its competitive edge over time. Beginning with the 2002-03 recruitment cycle, the University implemented a more aggressive approach that utilizes many of the marketing and recruitment strategies found in the private sector. The University is now “selling” or presenting and promoting the institution in a pro-active, comprehensive, and personal approach. The philosophical base for this change is derived from the University's core values and involves an unwavering resolve and commitment to provide a consistent service-oriented relationship with students and their families, a relationship that fosters personalized communication throughout the recruitment and enrollment process. It also involves renewing a commitment to instilling pride, trust, professionalism, and confidence among staff members and the University community. This student-centered and service-oriented approach is labor intensive but should result in an increase in the inquiry to applicant conversion rate and, in turn, improve the admit to enrollment rate. The direction and focus for the plan is provided by data. The importance of utilizing information gathered through a variety of sources cannot be over-emphasized. Decisions regarding University policy, procedures, programs, and activities affecting the recruitment of students must be made within the context of historical and current data and market research that is reviewed and compared on a yearly basis. The plan calls for data and technical support that will track initiatives and provide evaluation of all programs and activities to assess their effectiveness and determine continued funding. This new data driven strategy will allow the University to be more focused in targeting students who are academically better qualified, more likely to enroll, and more likely to succeed. Student populations have been categorized by graduate and undergraduate type and by residency. Within the undergraduate category are the following subgroups: first-time new freshmen, first-time new transfer, and new international students. These target populations are further defined into subgroups such as out-of-state WUE, racially and ethnically diverse students, two-year transfer students and so on. The plan defines the type of student being recruited and personalizes the process by developing activities, programs, and communication with specific messages for each group. This approach will eventually make better use of available resources (budget and personnel) by re-directing and adjusting efforts to concentrate and focus on select recruitment areas and targeting students who are more likely to enroll. Undergraduate Recruitment and Enrollment Goals

Much attention has been given to the fact that CSU-Pueblo has experienced a decrease in total student headcount over the past ten years. This plan details headcount goals that would lead to increasing the overall student population by raising the number of first-time freshmen, transfer and graduate students matriculating at the University. Emphasis is placed on building a solid foundation for recruitment within the state of Colorado. Therefore, the enrollment goals lean heavily on increasing in-state enrollment. Out-of-state growth is expected to be modest at this

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time. With the growth of new student enrollment and with heightened efforts to retain students to graduation, increases in overall enrollment at the University will follow. The number of resident first-time freshmen is projected to grow by five percent per year to 745 students in fall 2005, up from the 643 figure reported to the Colorado Commission on Higher Education fall 2002 SURDS Undergraduate Applicant File. Nonresident first-time freshmen are projected to rise by 20 students by Fall 2005 to a total of 94, up from the fall 2002 SURDS count of 74. This will bring the size of the incoming freshmen class to 839 students in fall 2005. The resident transfer goal is to enroll 300 students in Fall 2005, up from 274 in Fall 2002. Nonresident transfers are projected stay steady at 68 students. In addition, specific targets have been set with regard to the number of applications and admissions that are required to achieve these enrollment levels. Finally, graduate enrollments across the three current CSU-Pueblo masters degrees are projected to increase from 106 in Fall 2002 to 136 in Fall 2006 (i.e., 28% increase). See Table 1 for details.

Table 1Colorado State University-Pueblo

New Student Recruitment and Enrollment Goals By Residency and Admit Type

Applications Admissions Enrolls Applications Admissions Enrolls Applications Admissions EnrollsFirst Time Freshmen Fall 1998 Actual 1116 1023 560 258 225 76 1374 1248 636 Fall 1999 Actual 1224 1197 582 379 368 109 1603 1565 691 Fall 2000 Actual 1300 1258 628 348 332 92 1648 1590 720 Fall 2001 Actual 1136 1110 605 302 289 95 1438 1399 700 Fall 2002 Actual 1384 1317 643 267 257 74 1651 1574 717 Fall 2003 Goal 1531 1378 675 307 276 78 1838 1654 753 Fall 2004 Goal 1662 1454 709 347 304 87 2009 1758 796 Fall 2005 Goal 1809 1538 745 382 325 94 2191 1863 839

Transfers Fall 1998 Actual 320 314 241 134 132 87 454 446 328 Fall 1999 Actual 385 382 310 179 179 109 564 561 419 Fall 2000 Actual 387 386 310 159 159 93 546 545 403 Fall 2001 Actual 317 308 240 123 119 70 440 427 310 Fall 2002 Actual 361 361 274 127 127 68 488 488 342 Fall 2003 Goal 431 377 283 141 123 68 572 500 351 Fall 2004 Goal 458 389 292 145 123 68 603 512 360 Fall 2005 Goal 471 400 300 145 123 68 616 523 368

Note: Data in rows labeled "Actual" come from the University's reporting on the SURDS Undergraduate Application File, t the data reporting mechanism of the Colorado Commission on Higher Education.

Residents Nonresidents Total

These goals are believed to be challenging but attainable. The University’s dedication to increasing enrollment is strong, and the recommended tactics, which will be described later in this report, provide a strategic action plan for change. Consistent with the value the University places on student success, the institution has committed to increasing the academic quality of admitted students. The intent is to raise standards by increasing the CCHE Admissions Index from an 80 in prior years to 82 for 2002-2004 and to 86 by 2005-2006. Minimum transfer grade point average standards will be put into effect, as well. While these changes in isolation would limit the number of admitted students, enrollments will be

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increased by expanding current recruitment markets and instituting more effective recruitment tactics within those markets. Also, following from the University’s valuing of diversity, it will continue to strengthen recruitment efforts aimed at maintaining its federal designation as a Hispanic Serving Institution. Thus, the University is committed to having at least 25% of its enrollment represented by Hispanic students.

In-State First-Time Freshmen Students First-time freshmen recruitment goals for the state of Colorado are divided into four geographic segments. They are the University’s service area comprised of thirteen counties in southeast Colorado1, the Denver Metro Area, the Northern Front Range, and the rest of the state. The plan is to increase overall in-state enrollment by 5% per year, from the Fall 2002 headcount of 601 to 705 in Fall 2005. With the adjustments for out-of-state students who receive residency and for in-state students who do not receive residency, this should yield 745 residents.2 The University faces a major challenge in trying to accomplish this goal. The number of high school graduates in many parts of the University’s service area, particularly Pueblo County where most of the school’s students come from, is projected to remain flat. However, statewide, the number of high school graduates continues to grow. In two of the institution’s emerging markets, El Paso County and the Denver Metro Area, increases in the number of high school graduates are expected. In order for the plan to be successful, admissions counselors will need to make significant in-roads in these areas. This plan requires the percentage of the estimated Colorado high school graduates enrolling at Colorado State University-Pueblo to grow by one-tenth of a percentage point, from the current 1.5% to 1.6%. How this is to be achieved is described below. Service Area − In years past, about 80% of the University’s in-state fall first-time freshmen enrollment came from its service area, although this figure was closer to 75% for Fall 2002. Pueblo County accounts for about two-thirds of the service area and half of the total in-state first-time freshmen (276 students in Fall 2002). El Paso County has typically yielded about 15% of the service area headcount and just under 15% of in-state counts. The rest of the counties have comprised about 15% to 20% of the service area. Figures from the rest of the service area in the last few years have been on the lower side of this range. However, in Fall 2002, these proportions shifted somewhat, with relatively fewer students enrolling from Pueblo County and relatively more enrolling from El Paso County. Projections for high school graduates in the service area indicate that almost all the future growth will occur in El Paso County. Therefore, particular emphasis will be given to increasing first-time freshmen enrollment from this area. Before Fall 2002, about 1.5% of the graduates from El Paso County attended CSU-Pueblo. However, it is expected that the percentage will increase to

1 The service area includes the following counties: Baca; Bent; Crowley; Custer; El Paso; Fremont; Huerfano; Kiowa; Las Animas; Otero; Pueblo; Prowers; and Teller. 2 There is a distinction between in-state/out-of-state and resident/nonresident. When recruiting students in the state of Colorado, it is possible for a student not to be granted residency for tuition purposes. Likewise, when recruiting students out-of-state, it is also possible for a student to be classified as a resident for tuition purposes. Since any recruitment plan based on geographic data must take this into account, goals are based on where the students are recruited. Adjustments are then made to the total number of students recruited in-state and out-of-state to obtain goals by residency.

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about 2.0% once the Colorado Department of Education data becomes available for 2002. By continuing this trend and raising market share to 2.5% of an increasing base of high school graduates, enrollment from the county would grow to 150 by Fall 2005, an increase of 41 students over Fall 2002. The number of high school graduates in Pueblo County is expected to remain flat. In addition, the percentage of high school graduates matriculating at CSU-Pueblo in Fall 2002 is expected to drop to a five-year low of 22%. Before Fall 2002, a consistent 23% to 24% of the Pueblo County graduates attended CSU-Pueblo. In order to increase the number of in-state first-time freshmen from Pueblo County, the percentage of high school graduates matriculating at Colorado State University-Pueblo must return to previous levels. By raising the percentage back to 23.5%, about 305 students would matriculate from the area in Fall 2005, an increase of 29 over the Fall 2002 count. The number of high school graduates in the rest of the service area also is anticipated to remain steady. Expectations are that enrollment from these remaining eleven counties will stay at about 75 students. With the above changes, service area enrollment would grow from 461 students in Fall 2002 to 530 in Fall 2005. This gain of 69 students would account for two-thirds of the planned gain for all in-state first-time freshmen. Denver Metro Area − The remaining growth of in-state student headcount is expected to come from the six counties that define the Denver Metro Area. Currently, over 15% of the in-state enrollment comes from these counties (96 students in Fall 2002). This percentage is up from 9.2% in Fall 2000. The University’s market share grew slightly to .4% of the area’s high school graduates in Fall 2002, up from .3% the previous four fall semesters. Given the anticipated growth in high school graduates in the area over the next three years and with a gain in share to .5% of the high school graduates, the University would draw about 121 students, an increase of 25. Other In-state Areas − The Northern Front Range and the rest of the state makes up the remaining 5% to 10% of in-state enrollment. In the last five years, enrollment from these two areas has ranged from 35 to 55 students total. The goal is to keep the number of students from these areas steady at about 45 students per fall semester. Adjustments to In-state Totals – The average residency adjustment over the last four fall semesters to in-state enrollment has been about +40 students. It is expected that the adjustment will remain at this level over the next three years. Tables 2a and 2b summarize in-state first-time freshmen activity by segment. Table 2a gives historical data and future targets for high school graduates, first-time freshmen instate headcounts, and market share for each segment.

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Pueblo El Paso Rest of the Total Denver Other TotalCounty County Service Area Service Area Metro Area Colorado Colorado

High School Graduates Fall 1998 Actual 1280 4558 1523 7361 18,338 10,095 35,794 Fall 1999 Actual 1211 4627 1564 7402 19,327 10,229 36,958 Fall 2000 Actual 1337 4874 1511 7722 20,351 10,851 38,924 Fall 2001 Actual 1300 5148 1441 7889 20,316 11,036 39,241 Fall 2002 Projected 1250 5326 1420 7996 21,524 11,574 41,094 Fall 2003 Projected 1274 5472 1493 8239 21,797 11,887 41,923 Fall 2004 Projected 1302 5692 1457 8451 22,124 11,815 42,390 Fall 2005 Projected 1300 5899 1406 8605 23,367 12,152 44,124

In-State First-Time Freshmen Enrollment Fall 1998 Actual 303 52 76 431 57 48 536 Fall 1999 Actual 279 77 87 443 58 35 536 Fall 2000 Actual 320 77 82 479 54 53 586 Fall 2001 Actual 298 82 75 455 64 55 574 Fall 2002 Actual 276 109 76 461 96 44 601 Fall 2003 Goal 285 120 75 480 101 54 635 Fall 2004 Goal 295 135 75 505 110 54 669 Fall 2005 Goal 305 150 75 530 121 54 705

Share of High School Graduates Fall 1998 Actual 23.7% 1.1% 5.0% 5.9% 0.3% 0.5% 1.5% Fall 1999 Actual 23.0% 1.7% 5.6% 6.0% 0.3% 0.3% 1.5% Fall 2000 Actual 23.9% 1.6% 5.4% 6.2% 0.3% 0.5% 1.5% Fall 2001 Actual 22.9% 1.6% 5.2% 5.8% 0.3% 0.5% 1.5% Fall 2002 Projected 22.1% 2.0% 5.4% 5.8% 0.4% 0.4% 1.5% Fall 2003 Goal 22.4% 2.2% 5.0% 5.8% 0.5% 0.5% 1.5% Fall 2004 Goal 22.7% 2.4% 5.1% 6.0% 0.5% 0.5% 1.6% Fall 2005 Goal 23.5% 2.5% 5.3% 6.2% 0.5% 0.4% 1.6%Note: The column labeled "Other Colorado" includes the sum of the Northern Front Range region and the rest of the state.

Table 2a Colorado State University-PuebloFirst-Time Freshmen Enrollment

In-State Share of High School Graduates By State Geogrraphic Segment

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Table 2b provides historical data and future targets for enrollment and admissions by segment.

Pueblo El Paso Rest of the Total Denver Other Other Total TotalCounty County Service Area Service Area Metro Area Front Range Colorado In-State Adjustments Residents

Enrollment Fall 1998 Actual 303 52 76 431 57 4 44 536 24 560 Fall 1999 Actual 279 77 87 443 58 6 29 536 46 582 Fall 2000 Actual 320 77 82 479 54 6 47 586 42 628 Fall 2001 Actual 298 82 75 455 64 4 51 574 31 605 Fall 2002 Actual 276 109 76 461 96 9 35 601 42 643 Fall 2003 Goal 285 120 75 480 101 9 45 635 40 675 Fall 2004 Goal 295 135 75 505 110 9 45 669 40 709 Fall 2005 Goal 305 150 75 530 121 9 45 705 40 745

Admissions Fall 1998 Actual 439 131 146 716 167 21 99 1003 20 1023 Fall 1999 Actual 443 193 203 839 189 23 90 1141 56 1197 Fall 2000 Actual 493 210 169 872 207 21 107 1207 51 1258 Fall 2001 Actual 426 189 158 773 180 19 98 1070 40 1110 Fall 2002 Actual 386 193 175 754 339 32 144 1269 48 1317 Fall 2003 Goal 407 267 167 841 338 36 113 1328 50 1378 Fall 2004 Goal 421 300 167 888 367 36 113 1404 50 1454 Fall 2005 Goal 436 333 167 936 403 36 113 1488 50 1538

Notes: Adjustments are the net of in-state high school students without residency and out-of-state students with residency. In semesters labeled Actual, data is taken from the University's SURDS Undergraduate Applicant File.

Table 2bColorado State University-Pueblo

Resident Student Enrollment and Admission GoalsBy State Geographic Region

Out-of-State First Time Students The number of out-of-state first-time freshmen has been dropping since fall 1999. In that term, 155 out-of-state first-time freshmen matriculated at the University. After residency adjustments, this yielded 109 nonresidents. In Fall 2002, the numbers were 116 out-of-state students generating 74 nonresidents. Considerable effort is needed to reverse this trend by building a solid base of feeder areas to rely on year after year. This three-year plan calls for increasing the number of out-of-state first-time freshmen to 134 students. This would result in 94 nonresidents. While this is not a return to 1999 levels, it is anticipated that the foundations laid through this three-year plan will carry forward to larger increases in the future. Out-of-state first-time freshmen recruitment activity is grouped into four geographic segments. They are: a) states that will receive added emphasis (namely, California, Illinois and Texas), b) WUE states, c) remaining areas of the United States and U.S. citizens abroad, and d) international students. Students from California, Illinois and Texas represent about 10% of out-of-state enrollment (13 students in Fall 2002). Students from WUE states typically makeup 40% of out-of-state enrollment (45 in Fall 2002, down from 64 in Fall 1999). The rest of the United States contributes about 35% of out-of-state enrollment (40 students in Fall 2002). International enrollment comprises the remaining 15% (18 students in Fall 2002).

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States with Additional Emphasis − Given the large populations in California, Illinois and Texas, these states have the greatest potential to help realize the goal of increasing out-of-state enrollment. Because of this potential, all of the planned out-of-state growth must occur in these states. Enrollment needs to increase by two and one-half times current levels, going from 13 in Fall 2002 to 33 in Fall 2005. This is not seen as an easy undertaking. If out-of-state enrollment is to grow and remain strong, these areas must be developed and sustained. This would then lead to enrollment increases by Fall 2005 that could be continued in years beyond the scope of this plan. WUE States − The Western Undergraduate Exchange (WUE) program allows consortium state institutions to charge students from those states 1.5 times in-state tuition rates. This results in a considerable discount to the out-of-state tuition rate. Currently, USC affords this benefit to all WUE students. Because this is a substantial financial subsidy, the intention is to treat the WUE benefit as a merit based award. In order for students to receive the WUE benefit in the future, they will need a CCHE Index of 90 or better. In the past three years, an average of 30% of WUE the students enrolling at the University had an index below 90. Even with this change, the University should seek to maintain enrollment from WUE states at 45 students. If this is to be accomplished in the context of decreasing the number of students receiving the tuition discount, added emphasis needs to be placed on recruiting students who meet the institution’s CCHE admissions standards and who are willing to enroll at Colorado State University-Pueblo without receiving the benefit. In order to achieve this goal, additional emphasis will be placed on recruiting this type of student from New Mexico. Other Out-of-State Areas − Enrollment in the remaining areas of the United States will stay steady at 40 students. With the increased efforts in the states of California, Illinois, Texas and New Mexico, resources are not expected to be available at this time for aggressive recruiting in other parts of the country. International − While there is a desire to boost undergraduate international first-time enrollment, the current world situation coupled with the increased difficulty of obtaining student visas makes this goal difficult to achieve over the next three years. A more realistic goal is to hold international enrollments at current levels. The following table summarizes out-of-state first-time freshmen enrollment. The table provides historical and desired headcounts for each segment, as well as the number of admits needed to achieve the goals.

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States With WUE Other Total TotalEnrollment Emphasis States USA International Out-of-State Adjustments Nonresidents Fall 1998 Actual 11 52 30 7 100 -24 76 Fall 1999 Actual 13 64 59 19 155 -46 109 Fall 2000 Actual 14 59 51 10 134 -42 92 Fall 2001 Actual 10 53 44 19 126 -31 95 Fall 2002 Actual 13 45 40 18 116 -42 74 Fall 2003 Goal 15 45 40 18 118 -40 78 Fall 2004 Goal 24 45 40 18 127 -40 87 Fall 2005 Goal 31 45 40 18 134 -40 94

Admissions Fall 1998 Actual 32 128 76 9 245 -20 225 Fall 1999 Actual 45 177 160 42 424 -56 368 Fall 2000 Actual 68 153 135 27 383 -51 332 Fall 2001 Actual 37 139 120 33 329 -40 289 Fall 2002 Actual 34 136 98 37 305 -48 257 Fall 2003 Goal 45 136 105 40 326 -50 276 Fall 2004 Goal 73 136 105 40 354 -50 304 Fall 2005 Goal 94 136 105 40 375 -50 325

Note: Adjustments are the net of in-state high school students without residency, out-of-state students with residency. Actual data taken from the University's SURDS Undergraduate Applicant File.

Table 3Colorado State University-Pueblo

Nonresident Student Enrollment and Admission GoalsBy Geographic Region

Transfer Students Residents – Students from two-year schools in the University’s service area have comprised from 50% to 60% of resident transfer enrollment in each of the last five fall semesters. Recruiting efforts will continue to focus on these institutions as these schools provide the best opportunities in the next three years to boost the number of resident transfer students. Resident Fall 2002 headcount from these schools was 157. The goal is to increase the total to 183 by Fall 2005, while keeping the number of resident transfers from other institutions steady. This would bring the total number of resident transfers to 300 in Fall 2005. Nonresidents – Nonresident transfer enrollment has declined each fall semester since 1999. Much of the decline is attributable to the drop in both applications and yield from non-Colorado schools. Interest from nonresident transfers previously attending Colorado institutions has remained fairly constant. Although it is difficult to recruit nonresident transfers, including international students, from non-Colorado schools and knowing that the recruitment of students enrolled at four-year institutions is not allowed, the goal is to stop the recent decline in this area in order to stabilize overall nonresident transfer enrollment at 68 per year over the next three years. To achieve this goal, specific attention needs to be given to WUE students. In the effort to increase academic quality, transfer students from WUE states will need a 2.3 grade point average to qualify for the award. A proposed and preferred higher 3.0 grade point average will be phased in over the next five years. Based on the academic profile for Fall 2002 transfer students paying WUE tuition rates, about 15%, or 6 students would no longer qualify with the 2.3 transfer GPA. At the 3.0 transfer GPA level, closer to 50%, or 20 students would be denied admission. This

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loss must be accounted for by a combination of raising the number of admissible transfers from WUE states who do not meet the new criteria for discounted tuition and increasing the number of nonresident transfers from other out-of-state areas. Graduate Recruitment and Enrollment Goals In accordance with its mission, Colorado State University-Pueblo offers selected graduate courses and programs for degree-seeking and non-degree students. Graduate degrees are offered in applied natural science (MSANS), industrial and systems engineering (MSISE), and business administration (MBA). In addition, the University collaborates with Colorado State University to offer the M.Ed. in Educational Leadership and the M.Ed. in Counseling and Career Development. Although these two programs are offered on the Pueblo campus, the actual degrees are awarded by Colorado State University and enrollments are credited to the Fort Collins campus. Finally, the two universities collaborate to offer the MSW in Social Work Advanced Generalist Practice, for which CSU-Pueblo offers the first year of coursework and counts those enrollments, and CSU in Fort Collins offers the second year of coursework, for which it counts enrollments. Students graduate with an MSW from Colorado State University in Fort Collins. Table 4 reports the annual number of graduates for each CSU-Pueblo masters program over the past five years. Consistent with its goal to offer a comprehensive curriculum, the University seeks to maintain its designation as a Masters I institution by offering at least three masters degree programs that graduate, in aggregate, at least 40 students annually.

Table 4: CSU-Pueblo Graduates by Program

Program: 97-98 98-99 99-00 00-01 01-02 MBA

52

37

33

45

26

MSANS

7

10

8

3

5

MSISE

12

17

12

21

14

TOTAL

71

64

53

69

45

Table 5 provides fall enrollment for graduate programs by headcount and FTE over the past five years. The table indicates that CSU-Pueblo graduate programs have a high level of part-time students, which impacts recruitment and program planning, and is discussed in detail in the recruitment plan section. The M.Ed. consortial programs are not included in the table since those program enrollments are not credited to CSU-Pueblo. The MSW program is included because CSU-Pueblo is credited with those enrollments represented by courses offered by CSU-Pueblo during the first year of the program.

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Table 5: Graduate Program Fall Enrollment--

Headcount and Program FTE

Program: 1998 1999 2000 2001 2002 MBA Headcount FTE

80 48.9

71 43.0

75 45.2

75 39.7

65 32.0

MSANS Headcount FTE

24 9.3

13 5.7

13 6.9

19 9.3

15 6.9

MSISE Headcount FTE

39 24.3

34 23.3

39 32.7

38 27.9

26 17.6

MSW Headcount FTE

32 15.0

29 11.8

24 9.4

30 11.6

36 13.4

Note: The University offers 3+2 programs leading to the MBA and the MSANS. The undergraduate students in these programs are not included in the figures above.

As an institutional citizen of southeastern Colorado, CSU-Pueblo shares the community’s vision of accessible graduate studies opportunities (see 2002-2007 Strategic Plan; 2001 USC Role and Mission Report). Therefore, all current masters programs are offered through evening and weekend classes. Additionally, the University is enhancing the quality and scope of current programs to attract more and better students: M.S. in Applied Natural Science − Highly central to CSU-Pueblo’s mission to emphasize professional and applied programs, the MSANS is an interdisciplinary program that prepares graduates for positions in business, industry, government and education. A recent decrease in enrollments has lead to a review of curriculum, staffing, student support and marketing; and, subsequently, to a plan for enhancing the program. MBA in Information Systems − The business and computer information systems programs will collaborate to offer an emphasis area within the MBA that focuses on the more technical aspects of business and industry. Implementation is planned for 2004-05 and approximately 10 students are expected annually to participate in the program. That plan has a goal to attract 10 new FTE to the program by 2005-06. Finally, new masters programs are being developed in Nursing and Instructional Technology. Also, collaborations with Colorado State University in Fort Collins may lead to offering its MA in English on the Pueblo campus and enhanced course offerings to support CSU-Pueblo’s MBA and MSANS. Because these efforts are still in planning stages and will require external approvals, the projected enrollments associated with these initiatives are not included in the graduate student enrollment goals in this plan.

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Graduate Students Based upon CSU-Pueblo's mission and community need, the University endeavors to increase graduate student enrollment in the CSU-Pueblo programs. The three market groups for graduate recruitment include full-time students, working professionals, and other part-time and 3 + 2 program students. Current levels of demand for graduate programs in the immediate Pueblo area indicate that marketing of CSU-Pueblo graduate programs must be expanded to a broader, regional recruitment area. Strategies for improving recruitment efforts include:

• Collaborating among CSU-Pueblo graduate programs on recruitment efforts • Joint marketing of CSU-Pueblo and CSU in Fort Collins’programs • Using distance education delivery to reach the El Paso County market • Examining the effectiveness of cohort models for some programs • Using scholarships to recruit MSANS and 3 + 2 students • Working more closely with local business and industry

Goals for increased graduate student enrollment by program are listed in Table 6. These goals have been set in light of resource factors (faculty workload, laboratory space, program costs), need and demand and potential for quality.

Table 6: Graduate Program Enrollment Goals

Program: 02-03 03-04 04-05 05-06 % Increase

MBA

65

70

75

80

23.1%

MSANS

15

18

20

21

40.0%

MSISE

26

30

33

35

34.6%

M.Ed. (Counseling)

15

*

M.Ed. (Ed Leadership)

-

20

20

20

**

MSW

36

15

20

20

***

*CSU program offered at USC; future goals undetermined time at this time **CSU program offered at USC; new cohort begins 2003-04. *** See MSW section below for explanation

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Individual Graduate Program Strategies for Meeting Goals: MSISE Program − The Engineering Department set its enrollment goal after taking into consideration the increased need for graduate degrees with specialized tracks in the local industry. The Department will strengthen its contact with local businesses and the community, apply more of its Foundation money toward recruiting and retention, and employ more adjunct faculty from industry to meet the needs of a variety of tracks in the Master’s program. MSW Program − Because of unmet staffing needs and projected enrollment challenges, the program has adopted a cohort model beginning with students who were admitted in the 2002-03 academic year. Admissions will be processed every two years rather than annually. There will be no students admitted during 2003. Consequently, student enrollment will drop by approximately 50%. In subsequent academic years enrollment should be stable but limited to approximately 20 students to assure program quality with current resource levels. For the MSW program, final decisions regarding optimum enrollment must be made by Colorado State University in Fort Collins in collaboration with CSU-Pueblo and must be linked to our future faculty and other resources. MSANS Program − The MSANS program seeks to strengthen both the quality of the program and the number of students enrolled. Among the ways in which these goals will be achieved are: intensified recruitment efforts among CSU-Pueblo undergraduates and community college students to increase the number of 3+2 students; expanding scholarships and funding for students; increased visibility of CSU-Pueblo faculty at other universities through research seminars and collaborations; more effective marketing materials; and curriculum review and redesign. MBA Program – The Hasan School of Business established its enrollment goals for the MBA on the basis of increased recruiting in the market area for working professionals. Of particular note is an increased presence in El Paso County. This effort, as well as improved international recruitment, is largely dependent on successful application for accreditation by AACSB. This decision will be made in 2003-04. The School will also continue to strengthen its contact with local businesses and the community. International Graduate Students As is the case with undergraduate international students, the current world situation most likely will affect the number of enrolled students. Efforts will be made to reverse any decreases that may result and the goal will be to maintain current international graduate student enrollment over the next three years.

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TACTICAL PLAN FOR RECRUITING ACTIVITIES—2003-2006

Colorado State University-Pueblo seeks to identify, recruit, admit, and enroll qualified students consistent with the goals and policies of the University. To this end, all faculty and staff must be active in recruitment activities and mindful that they are serving as ambassadors for the University at all times. While all University units are engaged in the recruitment process in this way, the Office of Admissions and Records is primarily responsible for implementing the plan with respect to recruitment programming and travel. Activities described in this section are designed to provide personal, direct, one-on-one contact with students and their families and to improve relations with high schools, community colleges, and other educational agencies and programs that service the institution. Each tactic is evaluated for its impact on enrollments (“HI” = high impact, “MI” = medium impact) and its relative cost (“HC” = high cost, “MC” = medium cost, “LC” = low cost, “CB” = already included in current budget). While this plan is focused on the period from 2003-06, some tactics were implemented during the planning year of 2002-03, and are so noted.

MARKET RESEARCH Continue to evaluate and conduct market research to determine targeted and growing market areas for academically qualified resident and non-resident students. This information will be used to direct the recruitment plan.

1. FYs 02-06. Analyze available data obtained through the Office of Institutional Research and Analysis, CCHE SURDS, Census Bureau, Colorado Department of Education, and other information that can be obtained through EMAS, the University admissions system and AIS, the University registration system. Responsibility: Institutional Research and Analysis. HI/MC

2. FYs 03-06. Utilize the expertise from the Office of Institutional Research and Analysis to

provide assistance in analyzing and interpreting local, state, national and international demographic trends as they relate to the recruitment, admission, and enrollment of undergraduate students.

a. FY 03-04. Hire a full-time Statistical Analyst. This position will be housed in the

Office of Institutional Research and Analysis and will be responsible for providing the above information for Admissions and Records. Responsibility: Institutional Research and Analysis. HI/HC

b. FY 03-04. Explore the possible purchase of the ACT Enrollment Information

Service (EIS) software to be used primarily for recruitment in Colorado as a “bridge” of information until funding can be provided to hire a statistical analyst. The software provides data about market potential, market penetration and yield strategies. It also allows customized queries using specific criteria such as geographic variables, academic performance, major, ethnicity, etc. Note: The hiring of a statistical analyst is preferable to the purchase of this information. Responsibility: Institutional Research and Analysis and Admissions. MI/MC

3. FY 04-05. Purchase the College Board Enrollment Planning Service software to be used

for select non-resident market areas. Admissions counselors will receive training on the

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use of the College Board Enrollment Planning Service software once purchased. Responsibility: Institutional Research and Analysis and Admissions and Records. MI/MC

4. FYs 03-06. Provide, on a regular basis, information regarding the inquiry, applicant,

admit, and yield rates, a profile of applicants and currently enrolled students, and an analysis of targeted market areas. Responsibility: Institutional Research and Analysis and Admissions and Records. HI/LC

5. FYs 02-06. Design and conduct evaluation/feedback instruments for all programs and

activities to assess effectiveness and track students through the admissions funnel. Responsibility: Institutional Research and Analysis and Admissions and Records. HI/LC

6. FYs 03-06. Conduct various research projects such as admit and regret student surveys

to develop a research based recruitment and marketing plan. Information gathered will be used to position the University in the appropriate market place with the appropriate “image.” Responsibility: Institutional Research and Analysis and Admissions and Records. HI/LC

7. FYs 02-06. Provide EMAS and AIS training for key Admissions and Records staff

members to improve their ability to gather, understand, and utilize data. Special training sessions also will be offered to the Center for International Programs and other University units upon request and as needed. Responsibility: Institutional Research and Analysis and Admissions and Records. MI/MC

PUBLICATIONS AND ADVERTISMENTS Based on market research, contribute to and distribute high quality recuritment publications to high schools, two-year colleges and educational agencies.

1. FY 02-03. Distribute a supply of appropriate University publications and materials such as the viewbook, catalog, applications for admission, as well as the “Destination CSU-Pueblo” brochure, to all Colorado two-year community colleges and educational agencies on an annual basis. Responsibility: Admissions and Records. HI/CB

2. FY 02-03. Distribute international undergraduate and graduate information and

recruitment materials to overseas advisors, embassies, educational agencies, American schools, etc. Responsibility: Center for International Programs. HI/CB

3. FYs 03-06. Increase distribution of the high school counselor “ThunderWolf Times”

newsletter to include key non-resident high schools. Responsibility: Admissions and Records and External Affairs. HI/LC

WEBSITE DEVELOPMENT AND INTERNET SERVICES Enhance the delivery of electronic communication and provide basic on-line services to students.

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1. FY 04-05. Re-visit the possibility of allowing students to submit their application for admission processing fee on-line as an added web feature. The most cost effective method of payment will be determined. The on-line application for admission went live on 6-02. Responsibility: Information Technology Services. MI/MC

2. FYs 02-06. Continue to participate in the ColoradoMentor.com statewide initiative by

providing current information for the CSU-Pueblo listing and monitoring and updating the electronic application for admission. ColoradoMentor is an on-line college planning resource for students. Responsibility: Admissions and Records and Graduate Studies Board. HI/CB

3. FYs 02-06. Continue to respond to e-mail inquiries and requests for information. The

Office of Admissions and Records currently receives approximately 60 to 90 e-mail messages per day.

a. FY 02-03. Create an automatic electronic response to e-mail inquiries for

information using Outlook rules. Responsibility: Admissions and Records. HI/CB

b. FY 03-04. Develop a more personalized response process in preparation for the

expected increase in the number of e-mail inquiries. A re-structuring of staff personnel will be considered. Responsibility: Admissions and Records. HI/LC

6. FY 04-05. Develop an on-line registration process for all Admissions Office on-campus

visit day programs. Responsibility: Information Technology and Admissions and Records. HI/LC

STUDENT SEARCH PROGRAMS Participate in student search programs that identify qualified prospective students to the inquiry pool. Students who respond will be actively encouraged to submit their applications for admission.

1. FYs 02-06. Continue to participate in the ACT student search program by purchasing the names of Colorado high school juniors who have been mandated to take the ACT in April. Selection parameters will be increased each year so as to identify students who will most likely meet the higher CCHE admissions index score. For Fall 03, the minimum composite score was increased to 19 with a self-reported 2.5 grade point average. In August, the Admissions Office will send a personalized letter encouraging students to consider CSU-Pueblo and enclose a recruitment (search) brochure. Utilizing EMAS, students will then receive appropriate timed correspondence throughout the recruitment and admission process. Responsibility: Admissions and Records. HI/CB

2. FY 03-04. Participate in the College Board PSAT student search program in select non-

resident urban areas. Selection parameters will be used to correspond with the required CCHE index score. A personal letter encouraging students to consider CSU-Pueblo will be sent with the recruitment (search) brochure. Utilizing EMAS, students will receive appropriate timed correspondence throughout the recruitment and admission process. Responsibility: Admissions and Records. HI/MC

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3. FYs 03-06. Provide academic departments with electronic files of students who respond to the ACT student search for further correspondence and contact. SAT respondents will be included in the process for the Fall 05 recruitment cycle. Responsibility: Admissions and Records and Colleges. HI/CB

4. FYs 02-06. Continue to participate in other search type programs where names are

received from qualified students who indicate an interest in the University and those where the potential exists to attract these students to the inquiry stage. Some programs include the following:

a. National Hispanic Institute, the Colorado Educational Services and Development

Association (CESDA), and the National Scholarship Service Fund for Negro Students (NSSFNS), Phi Theta Kappa International Two-Year College Honor Society, and the Daniels Fund. Responsibility: Admissions and Records. HI/CB

b. Add other appropriate student search programs as they become available.

Responsibility: Admissions and Records. HI/MC

c. Each program will be evaluated for effectiveness and tracked through the admissions funnel. Programs that are not productive will be eliminated. Responsibility: Admissions and Records. HI/LC

5. FYs 02-06. Continue to enter into the inquiry pool students who have been offered the

opportunity to enroll at Colorado State University through the Start-Up Program. While these students cannot be offered admission to Colorado State, they are, in most cases, admissible to CSU-Pueblo. Responsibility: Admissions and Records. HI/CB

6. FY 03-04. Revise and enhance current communication campaign that is appropriate for

all search programs. Utilize EMAS to refine the systematic timed approach to sending out various mailings to students. Responsibility: Admissions and Records. HI/CB

RESIDENT, NON-RESIDENT AND INTERNATIONAL RECRUITMENT TRAVEL Coordinate the travel schedule so that it is aligned with the recruitment and enrollment goals for the University. Conducting visits to high schools and community colleges and participating in college fair programs allow the University to establish and/or maintain visibility, build name recognition in key areas, and contribute a significant number of potential students to the inquiry stage.

1. FYs 02-06. Continue to evaluate and adjust Colorado recruitment travel each year based

on market research. Responsibility: Admissions and Records and International Programs. HI/CB

a. FY 02-03. Based on review of enrollment trends by high school over the last

three years, the total number of high school visits in the designated service area for Fall 02 travel was slightly reduced. Visits were scheduled to those schools from which a consistently “high” number of students enroll. Additional visits were scheduled in the Arkansas and San Luis valleys. A total of 63 high school visits were conducted.

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b. FY 02-03. Represented CSU-Pueblo at Colorado Council on High School

College Relations Day/Night College fair programs, select high school college fairs, and the National Service & Scholarship Fund for Negro Students (NSSFNS) college fair program in Denver. In the fall, the University participated in a total of 71 college fairs.

c. FY 02-03. Conducted weekly visits to Pueblo Community College, visited Pikes

Peak Community College, Otero Junior College, Lamar Community College, and Trinidad State Junior College twice a month. Conducted visits at least once a semester at the Pueblo Community College Fremont satellite campus and Pikes Peak Centennial campus. A total of 31 visits were conducted in the fall.

2. FYs 03-06. Increase the number of high school visits in the northern suburbs of Colorado

Springs, the Denver Metro area (to include Douglas County), and the Northern Front Range in the fall and spring. Responsibility: Admissions and Records. HI/MC

a. FYs 03-06. Send a personal thank you card to those students seen at high school

visits and encourage them to contact an admissions counselor and visit the University. Responsibility: Admissions and Records. HI/LC

3. FYs 03-06. Conduct special “Next Step” high school visits in the spring to all District 60

and 70 high schools and selected high schools in Colorado Springs. Admissions counselors will meet with admitted students on an individual appointment basis to discuss and review financial aid, housing, and orientation issues, answer any last minute questions and to encourage students to confirm their intent to enroll. Responsibility: Admissions and Records. HI/LC

4. FY 03-04. Propose a special Family Night in early May. Parents of admitted students

will be invited to attend this program designed to assist them in helping their college bound student successfully transition to college life. Financial aid representatives will be on hand to meet with families to discuss on an individual basis their financial aid package. Representatives from housing and orientation will be available as well. Responsibility: Admissions and Records. MI/LC

5. FYs 03-06. Replace a number of “traditional” visits to Pueblo and Pikes Peak

Community Colleges with scheduled individual appointments with prospective students. Evaluate effectiveness of other traditional visits to two-year community colleges to adjust the number of visits and/or replace these visits with student appointment sessions. Responsibility: Admissions and Records. MI/CB

a. FYs 03-06. Send a personal thank you card to those students seen at community

college visits and to encourage them to contact an admissions counselor and visit the University. Responsibility: Admissions and Records. HI/LC

6. FYs 02-06. Evaluate effectiveness and adjust non-resident recruitment travel each year

based on market research. Responsibility: Admissions and Records and International Programs. HI/CB

a. FY 02-03. Non-resident recruitment travel focused on local and regional fairs in

Dallas, San Antonio, northern New Mexico, Albuquerque, Hawaii and a national

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fair in Chicago. CSU-Pueblo was represented at a total of 44 college fair programs. Note: The Hawaii trip will be eliminated and funds will be re-allocated to support other recruitment travel. Responsibility: Admissions and Records. MI/MC

b. FYs 03-06. Based on the need to increase non-resident new freshmen from non-

WUE states, emphasis will be placed in Texas (Dallas and San Antonio), Chicago, and southern California. A week of travel to local college fair programs in Chicago will be added to the fall schedule. Additionally, a week of travel to local, regional and national college fair programs in the Los Angeles/Orange County area will be added in the spring and fall. The Office of Admissions and Undergraduate Recruitment at Colorado State University will assist CSU-Pueblo in identifying college fair programs to attend. Responsibility: Admissions and Records and the Colorado State University Office of Admissions and Undergraduate Recruitment. MI/MC

c. FYs 03-06. Add a week of travel to Albuquerque. This will be done to replace

the expected decrease in the number of students not meeting the new WUE award requirements. Efforts will be made to recruit students from this WUE state who are willing to attend CSU-Pueblo without the WUE benefit. Responsibility: Admissions and Records. MI/MC

d. FY 04-06. Identify select high schools in Chicago, Los Angeles, Dallas, and San

Antonio to conduct high school visits. Whenever possible, schedule these visits within existing weeklong college fair trips. If this is not possible, an additional week of travel may be necessary. Responsibility: Admissions and Records. MI/MC

e. FYs 03-06. Develop collaborative non-resident recruitment travel efforts with

the Office of Admissions and Undergraduate Recruitment at Colorado State University where appropriate. Colorado State University admissions counselors will receive recruitment materials as well as academic and campus life information to share with potential CSU-Pueblo inquiries. Responsibility: Admissions and Records and the Colorado State University Office of Admissions and Undergraduate Recruitment. HI/CB

7. FYs 04-06. Identify alumni in targeted non-resident areas to participate in a volunteer

Alumni Ambassador Program. Properly trained alumni ambassadors can represent the University at select college fairs when an admissions counselor cannot attend due to schedule conflicts or limited travel funds. It is essential to train and provide alumni with appropriate recruitment materials and information. Responsibility: Alumni Relations and Admissions and Records. MI/LC

8. FYs 02-06. Continue to participate in various local, state, regional, and national

programs. Some major programs are listed below. (See appendix for detailed in-state and non-resident travel calendar for Fall 2002.) Responsibility: Admissions and Records. HI/CB

a. Colorado Council on High School/College Relations Day/Night College fair

programs scheduled throughout the state (select programs). The University is the host site for the Pueblo area Day/Night program for the Council. Admissions

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staff also represented the University in the annual Colorado Council High School Counselor Workshop Sessions scheduled throughout the state in the fall. Responsibility: Admissions and Records. HI/CB

b. Colorado Educational Services and Development Association (CESDA)

presentations at high schools. These special presentations are designed to provide college planning information to ethnic and racially diverse students. Responsibility: Admission and Records. HI/CB

c. National Service & Scholarship Fund for Negro Students (NSSFNS) college fair

program in Denver. Responsibility: Admissions and Records. HI/CB

d. FYs 03-05. Attend the National Hispanic Institute College fair program at the Colorado Lorenzo de Zavala Youth Legislative Session hosted each summer on the Colorado State University campus. Responsibility: Admissions and Records. HI/LC

e. Participate in other select local, state, regional, and national college fair programs

for high school and transfer students. Responsibility: Admissions and Records. HI/CB

9. FYs 02-06. Continue to evaluate and adjust international recruitment travel each year.

Responsibility: International Programs. HI/CB

a. FY 03-04. Evaluate the effectiveness in terms of resulting enrollments from recruitment travel during 2002-03 (e.g., American Educational Opportunities Fall Tour; Chichuahua, Mexico, Germany, and Turkey trips).

b. Adjust exisiting international travel based on effectiveness data.

10. FYs 03-06. Explore other recruitment trips in the Western Hemisphere and Europe, particularly enhance recruitment efforts in Germany and possibly add a trip to France. The Admissions Office at Colorado State University will provide information regarding possible Canadian and Latin American tours to consider. Responsibility: Center for International Programs. MI/MC

11. FYs 03-06. Identify ESL (English as a Second Language) programs, high schools and

two-year colleges with significant number of international students in the United States to visit and/or establish relationships. CSU-Pueblo recruitment materials and University information will be provided. Work collaboratively with the Admissions Office at Colorado State University to identify schools and possible contacts. Responsibility: Center for International Programs and the Colorado State University Office of Admissions and Undergraduate Recruitment. MI/LC

12. FYs 03-06. Strengthen the use of the CSU-Pueblo international alumni network to

identify and refer qualified students for further contact. Responsibility: Center for International Programs. MI/LC

13. FY 03-04. Investigate the possibility of participating in international “virtual”

educational fairs or exhibitions to generate a pool of students interested in attending CSU-Pueblo. This would allow the University to maintain a world presence while

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reducing the current overseas travel cost. Responsibility: Center for International Programs. MI/LC

14. FY 03-04. Develop a travel schedule process to be used by the Office of Admissions and

Records to track travel activities and collect data regarding this important recruitment effort. (A calendar process is currently being used but has proven to be inadequate.) Responsibility: Admissions and Records and Information Technology. MI/LC

15. FYs 02-06. Provide annual travel and presentation training sessions for admissions

counselors and other University faculty/staff and alumni assisting with domestic and international travel recruitment efforts. Responsibility: Admissions and Records and Center for International Programs. HI/LC

16. FY 03-04. Provide the Admissions Office at Colorado State University with CSU-Pueblo

recruitment brochures and materials for domestic and international students. These materials will be available for distribution to qualified students seen by admissions counselors from Colorado State University while on recruitment trips. Responsibility: Admissions and Records and Center for International Programs. HI/LC

PROGRAMS, ACTIVITIES, AND PROJECTS Continue to implement programs, activities and projects designed to attract a quality student inquiry pool, convert inquiries to applicants and encourage admitted students to confirm their intent to enroll.

1. FYs 02-06. Establish and strengthen relationships with high schools and community colleges so as to maintain a presence and market share of students from the designated “service” area. Responsibility: Admissions and Records. HI/CB

a. FY 03-06. Continue efforts begun in 2002-03 to meet with all Pueblo high

school counselors, conduct application days, and provide a transfer open house in the fall, offer presentations on the college planning process for area high schools, provide assistance to high school students and school personnel associated with the Post Secondary Enrollment Option (PSEO) program, and conduct high school classroom visits in Pueblo and Canon City with the CSU-Pueblo Senior to Sophomore (STS) courses. Responsibility: Admissions and Records. HI/CB

b. FY 03-06. Send a special letter to students who enroll in classes at CSU-Pueblo

through the PSEO program to encourage them to seriously consider attending the University. Students who indicate an interest will be entered into EMAS to be actively recruited for admission. Further personal contact will be provided. Responsibility: Admissions and Records. HI/LC .

2. FYs 03-06. Conduct high school counselor meetings in the fall in Colorado Springs to

deliver University materials and update counselors regarding recruitment activities for the year. Key high schools will be identified for these meetings. Responsibility: Admissions and Records. HI/LC

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3. FYs 02-06. Continue to provide resident and out-of-state high schools with a list of students from their schools who have applied to CSU-Pueblo. The list provides high school counselors with information regarding the status of each student’s application. High school counselors are asked to submit missing documents when appropriate (high school transcripts, test scores, etc.) to complete a student’s application. Sending this information is a way to maintain consistent and on-going communication with high school counselors. Responsibility: Admissions and Records. HI/CB

4. FYs 03-06. Host a high school counselor breakfast/luncheon program in Colorado

Springs. This is an opportunity to meet with counselors and showcase University achievements, academic program updates, changes to admission requirements, important application and scholarship deadline dates, campus life offerings, etc. It is also an opportunity for high school counselors to share issues, concerns, and student trends with CSU-Pueblo. High school counselors will receive an inexpensive recognition item in appreciation for their work and support of CSU-Pueblo. Responsibility: Admissions and Records. HI/MC

5. FY 03-04. Host a joint CSU-Pueblo and Colorado State University high school counselor

luncheon program in Pueblo. Responsibility: Admissions and Records and the Colorado State University Office of Admissions and Undergraduate Recruitment. HI/LC

4. FYs 03-06. Participate, whenever possible, in high school breakfast/luncheon programs

hosted by the Admissions Office at Colorado State University in Colorado Springs, the Denver Metro area, and the Northern Front Range. Responsibility: Admissions and Records and the Colorado State University Office of Admissions and Undergraduate Recruitment. HI/LC

5. FY 04-05. Host a high school counselor breakfast/luncheon program in Denver and a

program for Northern Front Range counselors. Responsibility: Admissions and Records. HI/MC

6. FY 04-05. Host a CSU-Pueblo Information Session in Denver for students who have

indicated an interest in CSU-Pueblo and their families. Responsibility: Admissions and Records. MI/MC

7. FY 03-04. Offer Application Day programs in select high schools in Colorado Springs

and Denver if demand and number of inquiries supports a program. These programs will be held at a specific high school and/or a centrally located hotel. Responsibility: Admissions and Records. MI/LC

8. FYs 04-06. Offer an Application Day program for students in the Northern Front Range

area if the number of inquiries supports a program. The program will be held at a specific high school and/or a centrally located hotel. Responsibility: Admissions and Records. MI/LC

9. FYs 04-06. Host an Information Session for prospective students and their families in

Chicago and Dallas. Responsibility: Admissions and Records. HI/MC

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10. FYs 04-06. Offer an Application Day program in Chicago and Dallas if the number of student inquiries supports hosting a program. Responsibility: Admissions and Records. MI/MC

13. FYs 03-06. Continue to offer Discover CSU-Pueblo visit day programs for students and

their families. Students meet with representatives from the academic departments, Housing, Student Financial Services, and are provided lunch and given a guided walking tour of campus. Additionally, a student panel shares their perspectives on attending the University. Responsibility: Admissions and Records. HI/CB

a. FYs 03-06. Require a minimum per person fee to attend a Discover CSU-Pueblo

visit day program. The University currently provides this program free of charge to all participants. A fee is needed to help offset the cost to provide the program. A survey of “peer” institutions will be conducted to determine the appropriate fee amount. Responsibility: Admissions and Records. MI

b. FY 03-04. Add a third Discover CSU-Pueblo program to the visit day schedule.

Currently, a visit day program is held in November and March. Responsibility: Admissions and Records. MI/MC

c. FYs 03-06. Admissions counselors will call admitted students who attend a visit

day program to thank them for attending and to utilize the opportunity to answer any questions and to encourage them to confirm their intent to enroll. Responsibility: Admissions and Records. HI/LC

d. FYs 03-06. Send thank you cards through the EMAS communication system to

students who attend all visit day programs. Responsibility: Admissions and Records. HI/LC

e. FYs 04-06. Monitor attendance, demand, affects of program fee, and space

availability in the student center to determine if more than three Discover CSU-Pueblo programs are needed. Responsibility: Admissions and Records. HI/CB

14. FYs 03-06. Obtain a name and address file for those high school seniors enrolled in the

Senior-to-Sophomore program so that they can be entered into EMAS to receive recruitment materials and correspondence. Classroom visits that were conducted this past year were not productive. Responsibility: Admissions and Records. HI/LC

15. FY 02-03. President Applbaum sent a special letter to approximately 235 high ability

students in District 60 and 70 recognizing their academic achievements and informing them of a $500.00 scholarship opportunity. Students must have been admitted by March 1 to receive the award. If response in terms of increased enrollments from this effort is positive, continue into the future. Responsibility: Student Financial Services and Admissions and Records. HI/LC

16. FY 03-04. Host a special Transfer Open House for prospective transfer students in April.

Students will have the opportunity to meet with an admissions counselor, a student financial services staff member and with college representatives. Guided walking tours of campus will be provided as well. Evaluate for effectiveness and modify program as needed. Responsibility: Admissions and Records. HP/CB

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17. FY 03-04. Host a Transfer Visit Day program in the fall. Note: This program will replace the Transfer Open House program held in November 2002. The agenda will be re-worked to focus on admissions and the transfer evaluation process. A panel of currently enrolled students will address issues regarding campus life. The most important aspect of the program will be when students meet with representatives from the colleges to discuss specific academic programs of study. Evaluate for effectiveness and modify program as needed. Responsibility: Admissions and Records. HI/CB

18. FY 03-04. Participate in the Pueblo Community College “Transfer Spree” program in the

spring. Students who are interested in transferring to a four-year school are invited to this program where they will meet with representatives from the four-year schools and with PCC academic advisors and transfer coordinators. Responsibility: Admissions and Records. HI/LC

19. FY 03-04. Develop for approval and implement a “Concurrent Admissions Program.”

This program would be offered to students attending Otero Junior College, Lamar Community College, Trinidad State Junior College, Pueblo Community College, and Pikes Peak Community College. Responsibility: Admissions and Records. MI/LC

20. FYs 03-06. Continue to review and update current articulation agreements with

Colorado two-year institutions in accordance with the recently passed state statue, known as GE 25. All new agreements will be developed and implemented in accordance with this statue. Inform students and all two-year personnel assisting students with the transfer process of these agreements. Responsibility: Admissions and Records. HI/LC

21. FYs 02-06. Continue to provide Colorado State University-Pueblo Transfer Guides to all

Colorado two-year institutions. Revise and update these guides in accordance with state statue. Responsibility: Admissions and Records. HI/CB

22. FYs 03-06. Provide students interested in transferring to Colorado State University-

Pueblo and two-year institutions with a printed and electronic version of the recently passed state guaranteed general education course designations. Responsibility: Admissions and Records. HI/CB

23. FY 03-06. Collaborate with Pueblo Community College on a process whereby student

placement examination results are exchanged and utilized in the academic advising process and course placement for students at each respective institution. Responsibility: Office of the Provost. HI/LC

24. FYs 02-06. Work collaboratively with the Admissions Office at Colorado State

University in the sharing of qualified names of prospective international graduate and undergraduate students. These students will be actively recruited and receive appropriate mailings and personal contact. Responsibility: Center for International Programs and the Admissions Office at Colorado State University. MI/LC.

RECRUITMENT AND APPLICATION PROCESSING Accurately and efficiently process all requests for information and applications submitted to Colorado State University-Pueblo.

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1. FYs 02-06. Process all requests for information from prospective students with a desired one day turn around time. Responsibility: Admissions and Records. HI/CB

a. FY 02-03. Streamline and simplify the data entry process for all inquiries on

EMAS. These would include requests received via reply cards, letters, search tapes, telephone calls, e-mail messages, walk-in traffic, and special programs. Responsibility: Admissions and Records. HI/CB

b. FY 02-03. Revise and update the communication plan for all inquiries entered on

EMAS and as students move through the different levels. Responsibility: Admissions and Records. HI/CB

2. FYs 02-06. Process all applications to ensure notification of application and decision

status to students. Responsibility: Admissions and Records. HI/CB

a. FY 02-03. Streamlined and simplified the data entry process for all applications onto EMAS and AIS such as domestic; international; graduate; new freshmen; new transfer; second baccalaureate; re-admits; the various non-degree applications (Guest, Senior Citizen, Continuing Education, etc.); and Post-Secondary Enrollment Option students. Responsibility: Admissions and Records. HI/CB

b. FYs 03-06. Continue to immediately process applications from students referred

to CSU-Pueblo from Colorado State University. These students in the majority of cases are admissible to CSU-Pueblo. Actively encourage these admitted students to enroll. Responsibility: Admissions and Records. HI/CB

c. FYs 03-06. Continue to provide admissions counselors with a list of students

who have submitted applications for admission but whose files remain incomplete on a monthly basis. Counselors personally contact students to remind them of the missing documents and instruct them on how to have those items sent to the admissions office for processing. This activity is in addition to EMAS sending out up to three missing information reminder postcards. Responsibility: Admissions and Records. HI/CB

d. FY 02-03. Redefined all Entry Status and Admit Types to ensure correct and

consistent student data is being entered onto EMAS and AIS for reporting and tracking purposes. Responsibility: Admissions and Records, Information Technology Services and Institutional Research and Analysis. HI/CB

e. FYs 03-06. Develop and provide on-going training and, when appropriate, cross

training in all aspects of the application processing for greater utilization of the processing staff. Responsibility: Admissions and Records. HI/LC

f. FYs 03-06. Evaluate the effects of EMAS as a data entry system for the Office

of Admissions and Records and, if warranted, continue to maintain and support EMAS as a communication system and upgrade available features as needed. Responsibility: Admissions and Records. HI/CB

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g. FY 03-04. Implement a document imaging system and process for use in archiving admitted student files. Responsibility: Admissions and Records with Provost’s Office for funding. HI/MC

3. FYs 02-06. Manage the decision-making process to ensure that all applications are given

full consideration and timely notification of application status and final admission decision. Responsibility: Admissions and Records. HI/CB

a. FYs 03-06. Effectively manage the CCHE admission standards for new

freshmen and transfer applicants while taking into consideration the recruitment and enrollment goals as set by the University. Responsibility: Admissions and Records. HI/CB

b. FYs 03-06. Give full consideration for admission to home schooled applicants

and to students of CSU-Pueblo alumni; however, these students are not guaranteed admission. Applicants will be considered on a case-by case basis. Responsibility: Admissions and Records, MI/LC

c. FY 02-03. Establish full and consistent participation by admissions counseling

staff in the decision-making process. Responsibility: Admissions and Records. HI/CB

d. FYs 03-06. Provide domestic and international transfer and graduate students

with an evaluation of credit soon after the admission decision has been rendered. Immediately prepare and send the I-20 Immigration Documentation to all admitted international graduate and undergraduate students so that they can begin the process of obtaining their student visas. Responsibility: International Programs. HI/MC

INFORMATION AND SERVICE Provide timely and accurate information and the highest quality of service and personal attention to the University community and external constituents.

1. FYs 02-06. Continue to provide professional, courteous and timely customer service to all campus visitors and external constituents. Responsibility: Admissions and Records and all University offices. HI/CB

a. FYs 03-06. Maintain all public waiting areas, admissions counseling rooms, and

reception areas as clean, aesthetic-pleasing environments that welcome visitors and project a positive image of the University. All University offices. HI/CB

b. FYs 03-06. Hire and train qualified staff employees and students. Provide staff

with professional development opportunities related to their job responsibilities. Staff members will become better employees as they gain greater knowledge about their job duties and improve their skill level. Customer service sessions will be provided to foster a “culture of service” mindset among staff and to create a positive and cooperative working environment. Responsibility: All University offices. HI/MC

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c. FYs 03-06. Provide admissions counseling service to students and their families Monday through Friday from 8:00 a.m. until 5:00 p.m. and ensure that admissions counselors are available during published counseling hours by initiating a counseling schedule. Responsibility: Admissions and Records. HI/CB

e. FYs 03-06. Train and update all admissions counselors to professionally

represent the University in counseling sessions and other on and off-campus programs and activities. Responsibility: Admissions and Records. HI/CB

f. FYs 03-06. Maintain current and accurate resource materials so that staff can

respond confidently and make appropriate referrals to other campus units when necessary. Responsibility: Admissions and Records. HI/LC

g. FYs 03-06. Begin to maintain accurate records and prepare monthly reports on

the number of counseling sessions and the number of campus tour participants. As the number of visitors increase, the length of sessions per counselor will be recorded. Responsibility: Admissions and Records. HI/ CB

h. FYs 03-06. Provide an evaluation form for visitors to provide feedback regarding

the information and service they have received. Responsibility: Admissions and Records. HI/LC

i. FY 03-04. Review office structure, positions and job responsibilities to

determine if changes and adjustments need to be made to better support recruitment and enrollment goals and to respond to budget limitations. Responsibility: Admissions and Records. HI/LC

2. FYs 02-06. Provide quality recruitment programs and presentations. Responsibility:

Admissions and Records. HI/CB

a. FYs 03-06. Hire admissions counselors with strong presentation skills and who are committed to representing the University in a courteous, professional and friendly manner. Responsibility: Admissions and Records. HI/CB

b. FYs 03-06. Train admissions counselors, student ambassadors (campus tours and

student panelists), and workstudy students with required information and resources needed to provide accurate and professional presentations on the admissions college planning process and the University. Responsibility: Admissions and Records. HI/LC

c. FYs 03-06. Provide admissions counselors with program development training

to ensure the presentation and delivery of quality programs and activities. Responsibility: Admissions and Records. MI/LC

d. FYs 03-06. Revise and update the Office of Admissions and Records Training

Manual for admissions counselors to include accurate and detailed information regarding Office and University policies and procedures. The Manual will emphasize and detail employee expectations and appropriate behavior. Responsibility: Admissions and Records. HI/LC

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e. FY 03-04. Develop program evaluation forms for participants to provide feedback regarding the correspondence sent about the program, information provided, quality of service, and overall impressions of the program, staff, and campus. Feedback will be used to determine effectiveness and adjustments needed to improve the program. Responsibility: Admissions and Records. HI/LC

3. FYs 02-06. Provide professional and courteous telephone service during business hours

to give general University information and answer questions students may have about their application and admission status. Responsibility: Admissions and Records. HI/CB

a. FY 02-03. Simplified the current telephone answering system to allow callers to

access information and to speak with a staff member within a short period of time. This adjustment to the “telephone tree” will allow the Office to track the number of calls received and answered. Also, it will provide information needed to determine other changes and to better evaluate the telephone needs of the Office. Responsibility: Admissions and Records. HI/CB

b. FY 03-04. Assess the need for additional staff to respond to telephone calls to

insure that all calls during business hours are satisfactorily answered. Responsibility: Admissions and Records. HI/CB

c. FYs 03-06. Ensure that all staff members responding to telephone calls are

updated on a daily basis of any new developments in the University, especially those that affect application processing, admissions decisions, and procedures. Responsibility: Admissions and Records. HI/CB

4. FYs 02-06. Provide quality guided walking tours of the campus on a daily basis and for

special student groups visiting the University. Responsibility: Admissions and Records. HI/CB

a. FYs 03-06. Train student ambassadors, work-study students, staff, and other

volunteers to conduct tours. Responsibility: Admissions and Records. HI/CB b. FY 03-04. Revise and update the Office of Admissions and Records Tour Guide

Manual used to train student volunteers, student ambassadors, and workstudy students who assist with Office recruitment programs and activities. The Manual will include accurate and detailed information needed for students to convey a positive image of the University to the public. It will emphasize and detail Tour Guide expectations and appropriate behavior. Responsibility: Admissions and Records. HI/CB

c. FYs 03-06. Continue to provide two campus tours each weekday at 10:00 a.m.

and at 2:00 p.m. (except during holidays and university closures). Responsibility: Admissions and Records. HI/CB

d. FY 03-04. Begin to maintain accurate records and prepare monthly reports on

the number of daily and special tours given as well as the number of participants. Responsibility: Admissions and Records. HI/CB

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e. FY 03-04. Develop an evaluation form for visitors to provide feedback about the tour guide, information provided on the tour, and overall impressions of the tour and campus. Responsibility: Admissions and Records. HI/CB

f. FYs 03-06. Continue to provide campus tours upon request for special groups of

prospective students and their families. To date, Admissions and Records has provided tours and/or admissions presentations to the following colleges, high schools, organizations, and educational programs: Pikes Peak Community College; Genoa-Hugo High School; Pueblo County High School Gear Up Program; Weld Opportunity High School; Arapahoe Community College; Cotopaxi High School; Eaglegrock High School; Pueblo Community College; Trinidad State Junior Collge; CU Upward Bound Program; Chaffee Independence Foster Care Program; and the Colorado State University Upward Bound Program. Responsibility: Admissions and Records. HI/CB

5. FY 02-03. Strengthen the Student Ambassador Program by offering leadership

workshops, teambuilding, and selectively recruiting students into the program. Responsibility: Admissions and Records. HI/CB

6. FYs 02-06. Continue to maintain and establish professional liaisons with the University

community and external constituents. Responsibility: Admissions and Records. HI/CB

a. FYs 03-06. Maintain on-campus liaisons in order to foster communication and cooperation. Such efforts are extended to, but not limited to the following: Belmont Residence Hall; Campus Conference Coordinator; General Education Committee; Tuition Classification Appeals Committee; Catalog Committee; CSU-Pueblo Upward Bound; Student Support Services; Native American Collegiate Council; Hawaii Club advisor; and MEChA (El Movimiento Estudiantil Chicano de Aztlan). Responsibility: Admissions and Records. MI/CB

b. FYs 03-06. Maintain and enhance professional liaisons with the following off-

campus organizations and agencies: Colorado Council on High School and College Relations; Colorado Council Day/Night College Fair Committee; Colorado Educational Services and Development Association; National Association for College Admission Counseling; Rocky Mountain Association for College Admission Counseling; American Association of Collegiate Registrars and Admissions Officers; Rocky Mountain Association of Collegiate Registrars and Admissions Officers; Texas Association for College Admission Counseling; Southern Colorado Equal Opportunity Center; the TRIO Association of Pueblo; Talent Search; and the Daniel’s Fund. Responsibility: Admissions and Records. MI/LC

c. FYs 03-06. Continue to actively assist University units responsible for hosting or

sponsoring on-campus programs for prospective students. When appropriate, Admissions and Records will arrange for special campus tours, admissions and/or University presentations and minimally provide programs with recruitment materials to be distributed to student participants. Responsibility: Admissions and Records. MI/CB

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7. FYs 02-06. Collaborate and assist, when appropriate, with campus units and, in particular, faculty as they participate in and contribute to the various recruitment and enrollment programs and activities. Responsibility: Admissions and Records. HI/CB

a. FYs 03-06. Meet each year with College deans and department chairs to review

and update changes within academic programs, learn about faculty and program or research accomplishments. Responsibility: Admissions and Records. HI/CB

b. FYs 03-06. Meet at least once a semester with College Deans, Enrollment

Management Committee and other key University units such as Housing and Student Financial Services to update staff on any admissions and records policy and procedure changes and to provide an update on the recruitment plan. Responsibility: Admissions and Records. HI/CB

c. FYs 03-06. Request updated college and departmental publications, handouts,

flyers for display and distribution in the Admissions Office Reception area. Responsibility: Admissions and Records. HI/CB

d. FYs 03-06. Identify key faculty and staff members who are willing to and would

be good representatives to participate in and assist with various recruitment programs and activities. Faculty traveling out of state or country could be trained to conduct high school visits or represent the University at a college fair program or exhibition. Provide necessary training and recruitment materials. Responsibility: Admissions and Records. HI/CB

e. FY 03-04. Propose to the colleges the idea of inviting admitted students and

their families to attend an “Academic Open House” to be offered in the spring. Students will receive in-depth personal information regarding their intended program of study, learn about any internship and research opportunities available to them, meet with faculty and their academic advisor, as well as tour labs or attend special presentations. Responsibility: Admissions and Records. MI/MC

FINANCIAL AID AND SCHOLARSHIPS Utilize state, federal, and institutional aid and scholarship awards to support the University recruitment, enrollment, and retention goals.

1. FY 02-03. Develop a financial aid awarding philosophy that is consistent with the University recruitment, enrollment and retention goals. Responsibility: Student Financial Services. HI/CB

a. FYs 03-06. Reduce or limit the number and amount of loans awarded freshmen

students to ease their financial burden and improve the freshmen to sophomore retention rate. Responsibility: Student Financial Services. HI/CB

b. FYs 03-06. Establish financial aid policies and procedures to ensure that

currently enrolled students are receiving the appropriate amount of aid related to their full or part-time enrolled status. Responsibility: Student Financial Services. HI/CB

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2. FY 02-03. Develop a scholarship awarding philosophy that is consistent with the

University recruitment, enrollment and retention goals. Responsibility: Student Financial Services. HI/CB

a. FYs 03-06. Use select institutional scholarships as a recruitment tool to attract

academically qualified students to apply for admission and if admitted to enroll. Responsibility: Student Financial Services. HI/CB

b. FYs 03-06. Utilize limited scholarship dollars to maximize enrollment potential

of students. Responsibility: Student Financial Services. HI/CB 3. FY 02-03. Review all institutional scholarships and make necessary changes so that they

are aligned with the new scholarship awarding philosophy. Responsibility: Student Financial Services. HI/CB

a. FYs 03-06. Endorse the new eligibility requirements for the Western

Undergraduate Exchange Award (WUE). New freshmen residents from WUE states will be required to present a CCHE 90 index score. Transfer students will initially be required to present a 2.3 grade point average. A higher GPA will be phased in over the next 5 years and set at a 3.0 grade point average. Making these changes will increase the number and improve the academic quality of students enrolling at the University with this WUE benefit. Responsibility: Student Financial Services. HI/CB

b. FY 03-04. Discontinue the awarding of the “CSU-Pueblo Room Scholarship” to

students who have been granted a WUE award. Students receiving the Room Scholarship must be a non-resident from a non-WUE state, possess a 3.0 GPA and be admitted by March 1. Responsibility: Student Financial Services. HI/CB

c. FY 02-03. Increase the academic requirements for the Presidential Scholarship

to a 3.5 grade point average and a 20 or higher ACT score. To be eligible for this award, students must be admitted by March 1. Responsibility: Student Financial Services. HI/CB

d. FY 03-04. Incorporate the Phi Theta Kappa (PTK) scholarship funds into the

existing Destination CSU-Pueblo scholarships for resident transfer students. PTK students will be encouraged to apply for these awards. Responsibility: Student Financial Services. MI/CB

e. FY 03-04. Simplify and increase the eligibility requirements for the Destination

CSU-Pueblo scholarships. Students must have a 3.5 GPA and be admitted by August 2. Responsibility: Student Financial Services. HI/CB

f. FY 03-04. Rename all merit-based scholarships. Current names are similar and

confusing. Having new names will improve the tracking of scholarships and to better market the various scholarships to targeted student populations. Responsibility: Student Financial Services. MI/CB

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g. FY 02-03. Effective Fall 02, instituted a 2.5 grade point average requirement for all new undergraduate and graduate students receiving the International Student Incentive Program scholarship. The number and amount of awards need to be brought into equitable balance with other institutional scholarship programs. Responsibility: Student Financial Services and International Program. HI/CB

h. FY 03-06. Recognize academic achievement by providing an early, presidential

$500.00 award for students graduating with a Gold or Silver Cord in District 60 and 70; follow award with substantial merit or need based awards. Responsibility: Student Financial Services. HI/CB

i. FY 03-04. Establish a new award category that would allow for some financial

leveraging to improve the admit-to-enroll conversion rate for targeted student populations such as non-resident transfer students and resident non-Pueblo students. Responsibility: Student Financial Services. HI/MC

4. FYs 02-05. Continue to process, award and disburse financial aid to all qualified students

in accordance with University, state and federal policies and procedures. Responsibility: Student Financial Services. HI/CB

a. FY 02-03. Award notification letters will be processed and sent by the Student

Financial Services. Responsibility: Student Financial Services. HI/CB b. FY 02-03. As noted earlier, the current University scholarship brochure will be

redesigned and revised to be in compliance with state and federal policies and will reflect scholarship name changes and all new eligibility requirements and deadline dates. Responsibility: Student Financial Services. HI/CB

c. FY 02-03. Develop a scholarship projection model that will allow for the over-

awarding of scholarships during the recruitment cycle. This will enable the use of scholarships as a recruitment tool to encourage academically qualified students to apply for admission for the fall term. Responsibility: Student Financial Services. HI/CB

5. FY 03-04. Explore the possibility of expanding the current Financial Aid Consortium

agreement with Pueblo Community College and Trinidad State Junior College to all other five remaining community colleges in the designated service area. Responsibility: Student Financial Services. HI/CB

6. FY 03-06. Continue to develop new sources of funding for scholarships. Responsibility:

Student Financial Services, External Affairs, President, Provost, Deans. HI/CB

UNIVERSITY POLICIES AND PROCEDURES Establish policies and procedures that comply with state statutes and are in accordance with the Colorado Commission on Higher Education recommendations and mandates. These policies and procedures also must be consistent with and in support of University recruitment, admission and enrollment goals.

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1. FY 03-06. Non-traditional students will no longer be required to submit ACT or SAT test results. A non-traditional aged student is defined, for this purpose, as a person who is 23 years of age or older or has been out of high school five or more years. Responsibility: Admissions and Records. MI/CB

2. FY 03-06. Effective Spring Semester 2003, CSU-Pueblo began administering an application deadline date for undergraduate applicants. The date is August 1 for fall semester and January 1 for spring semester. Applications received after the deadline will be processed for the next term and students will be notified of the opportunity for them to enroll in classes through the Guest program. These deadline dates will appear prominently in all admissions and recruitment publications and correspondence. Admissions counselors will communicate this information at all admissions presentations and individual counseling sessions with students and their families. High school counselors and two-year college personnel will be advised of the application deadline dates. Responsibility: Admissions and Records. HI/CB Having application deadline dates will ultimately benefit students and eliminate many of the problems students encounter when they are admitted just before or after classes begin. Students admitted by the deadline will improve their chances of receiving financial aid and the housing assignment of their choice as well as increasing their chances of enrolling in required classes. Also, students will be able to attend fall registration and receive academic advising in a timely manner.

3. FY 03-06. Effective immediately, automatic or “blanket” application processing fee waivers will no longer be offered. Reference to fee waivers will be removed from all recruitment materials and correspondence. Fee waivers will be approved for applicants who have requested the waiver and have documented financial hardship. For example, financial hardship can be documented with a written request from a high school official, an educational agency counselor (e.g. Upward Bound, Talent Search), or by submitting the SAT fee waiver form with the application for admissions. Requests must state that submitting the processing fee will present a financial hardship. Responsibility: Admissions and Records. HI/CB

4. FY 03-06. Effective Summer 2003, students must present a CCHE admissions index of

at least 82 and a 2.0 GPA or higher to be offered a “clear” admission to the University. An Admissions Counselor will now carefully review applications when the index or GPA fall below this threshold. Students must present compelling information in their application and/or other supporting documents that indicates they can be successful at CSU-Pueblo. Students may then be admitted through the CCHE “window” of exception or be denied admission. As a general rule, students will no longer be offered admission if they have less than a 2.0 grade point average. Responsibility: Admissions and Records. HI/CB a. Home-schooled freshmen applicants will be given full consideration but are not

guaranteed admission to the University. Applicants will be considered on a case-by-case basis. Because a CCHE index cannot be calculated, home-schooled students are admitted to the University through the CCHE “window” of exception. Home-schooled students will be encouraged to submit their applications for admission and this information will appear in appropriate University publications. Responsibility: Admissions and Records and External Affairs. MI/CB

45


b. As warranted by admissions data, the minimum CCHE admissions index score will be increased by two points in each of the next two years to reach 86 for fall 05 admits. Responsibility: Admissions and Records. HI/CB

5. FY 03-06. Effective Summer 2003 and forward, admissions requirements will change for

transfer applicants. To be offered admission, transfer applicants must have a 2.0 grade point average or higher. An Admissions Counselor will review applications when the grade point average falls below this threshold. At this stage of the review, students must present compelling information in their application or other supporting documents that indicates they can be successful at CSU-Pueblo. Responsibility: Admissions and Records. HI/CB

6. FY 03-06. Applicants who submit GED scores of 45 or higher meet the CCHE

admission standard and can be offered a “clear” admission. These students will no longer be counted in the CCHE “window” of exception. Students presenting less than a 45 score will be considered for admission through the window or will be denied admission. Responsibility: Admissions and Records. MI/CB

7. FY 03-06. The University does not set quotas or allow for special admission requirements for members of a particular grouping such as children of CSU-Pueblo alumni (i.e., legacy applicants). The final admissions decision is based on a student’s potential to attain a degree, academic preparation, test scores, and other factors and considerations. Responsibility: Admissions and Records. MI/CB

8. FY 03-06. Effective Spring Semester 2003, admission decisions will no longer be rendered beyond census date. At census, a “snapshot” of the applicant/enrollment file is taken and submitted to CCHE. This file officially records and reflects all students enrolled for a specific term. Students admitted after the census date are not entered into this file; consequently, University does not receive credit for students. Responsibility: Admissions and Records, Institutional Research, Information Technology. HI/CB

9. FY 03-06. Effective immediately, a student’s decision to confirm their intent to enroll or

regret their offer of admission will now be recorded on EMAS. A user-defined field has been identified for this process. A student may confirm or regret his/her intent to enroll by telephone, email, in person, or by sending in the confirmation/regret form included with the admit packet. If the student confirms/regrets in person or by telephone, the student’s full name, student number, and the decision by the student will be documented and recorded. Responsibility: Admissions and Records. HI/CB

10. FY 03-06. Effective Spring Semester 2003, a registration option was developed for

people in the community who wish to take classes at CSU-Pueblo without being formally admitted. This registration alternative is called Guest. Guest students are cleared to take classes one term at a time and may register for classes provided course prerequisites have been met and there is space available in the class. Guest students are neither admitted to the University nor are they eligible to receive financial aid. Guest students must complete and submit a Guest Application each term. Guest applications will be available July 1 for fall semester and December 1 for spring. Interested students will be given a Guest handout with additional information and details. Responsibility: Admissions and Records. HI/CB

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11. FY 03-06. To decrease the number of costly WUE awards, a CCHE index score of 90 will be used for new freshmen. Initially a 2.3 grade point average will be required for transfer students. A higher grade point average will be phased in over the next 5 years and set at a 3.0 GPA for transfer students. Responsibility: Admissions and Records. HI/CB

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RETENTION PLAN

INTRODUCTION Student retention is a major factor in determining the overall success of institutions of higher education. Simply described retention measures the degree to which students who enroll continue to enroll and ultimately graduate. Two typical measures of retention used nationally are graduation rate (i.e., the percentage of first-time, full-time undergraduates who complete a baccalaureate degree within six years) and retention rate (i.e., the percentage of first-time, full-time undergraduates who enroll one year later). These measures are used an indicator of overall institutional performance. Levitz, Noel and Richter argue “student retention is the primary gauge for collectively assessing the success—defined much more broadly than just academic success—of students, and therefore of an institution.” 3 Each year U.S. News and World Report publishes America’s Best Colleges—a ranking of colleges throughout the nation. Two measures used to establish a school’s overall ranking are the average freshman retention rate and the average six-year graduation rate. This past year, CSU-Pueblo was credited with a retention rate of 63% and graduation rate of 26%, compared to averages of 60% and 29%, respectively, for other schools categorized in the Tier IV. By contrast the average retention and graduation rates for Tier III schools were 67% and 33% respectively. 4 Finally, the Colorado Commission on Higher Education (CCHE) publishes the Quality Indicator System study for all public four-year colleges and universities. The study includes a comparison each institution to specific benchmarks, based on a range of performance for a group of CCHE selected institutions. Two of the quality indicators are retention rate and graduation rate. The benchmark retention rates and graduation rates for CSU-Pueblo are 65-69% and 30-34%% compared to reported figures of 64% and 27%.5 OVERVIEW OF RECENT TRENDS Table 7 shows the retention and graduation rates for recent years for first-time, full-time freshman cohorts. The graduation rate is presented for students who begin their studies at CSU-Pueblo and graduate from CSU-Pueblo (“Graduation rate at CSU-Pueblo”) and for students who begin their studies at CSU-Pueblo but graduate from another Colorado university (“Graduation rate within Colorado”). The latter index was adopted last year by CCHE to recognize that multiple institutions often contribute to a students ultimate success in graduating Retention rates for the university have ranged from a low of 59% to a high of 66%. Graduation rates have ranged from 25% to 27.5% with an average of 26.6%.

3 Randi S. Levitz, Lee Noel, and Beth Richter, “Strategic Moves for Retention Success,” in Promising Practices in Recruitment, Remediation and Retention, p. 31. 4 U.S. News and World Report, America’s Best Colleges, 2003 Edition. 5 An increase of 1% in retention increases enrollment by 6 students, so reaching the average for tier thee (67%), would increase enrollment by about 25 students.

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Table7: Recent Retention and Graduation Trends for CSU-Pueblo

Fall

92 Fall 93

Fall 94

Fall 95

Fall 96

Fall 97

Fall 98

Fall 99

Fall 00

Fall 01

Entering Cohort 661 682 640 590 574 584 620 611 641 625 6-year Graduation Rate @ CSU-Pueblo

25.3

27.0

27.5

26.6

6-year Graduation Rate w/in Colorado

29.5

32.7

33.6

34.9

Retention Rate 64.2 58.8 59.4 63.5 62.2 60.8 66.0 64.3 64.3 Taken in isolation, the retention and graduation rates have been fairly stable over the period of fall 1992 through fall 2001. While the graduation rate for the university remains near the 27% figure for three of the past four cohorts, the graduation rate within Colorado has increased by nearly twenty percent and the gap between graduation rate for the university and the rate within Colorado has grown from 4 percentage points to 8 percentage points. This trend may coincide with a higher transfer rate to other four-year public universities by CSU-Pueblo students in recent years. Table 8 provides comparative retention and graduation rates for CSU-Pueblo. As mentioned above, the CCHE QIS benchmark is 65-69 percent for retention and 30-34 for graduation rates. It is noteworthy that the retention rate for CSU-Pueblo exceeds the average for its peers in tier IV of the U.S. News and World Report rankings. The rate of 64.3 is also comparable to the average reported for public masters with liberal admissions standards.

Table 8: Comparison Retention and Graduation Rates

Retention Rate Graduation rate (6-year) CSU—Pueblo 64.3 26.6 QIS Benchmark 65-69 30-34 Public Masters with liberal admissions (ACT 18-20)*

65.9 30.3 (5-year rate)

Public Masters with traditional admissions (ACT 20-22)*

70.9 40.2 (5-year rate)

Tier II (public west)** 74.1 40.3 Tier III (public west)** 66.2 30.3 Tier IV (public west)** 60.0 29.0 * Randi S. Levitz, Lee Noel, and Beth Richter, “Strategic Moves for Retention Success” ** U.S. News and World Report, America’s Best Colleges, 2003 Edition FACTORS RELATED TO RETENTION RATES FOR CSU-PUEBLO The subcommittee analyzed many factors that may affect overall retention rates. For example, some have argued that retention may vary among demographic subgroups. Tables 9 and 10 show the retention rates for all students by gender and race. These rates suggest that the two largest groups at CSU-Pueblo (i.e., whites and Hispanics) have very similar retention rates, and in most

49


years, the rate for Hispanics is equal to or greater than the rate for white students. The retention rate for African-Americans is more volatile and reflects the relatively small size of this cohort (ranging from 23 to 36 from 1997-98 through 2001-02). Therefore, relatively small changes in student behavior have a relatively large impact on the retention rate. In fall 1993, the retention rates for females at CSU-Pueblo exceeded the rate for males by 6 percentage points; however, the retention gap has narrowed over the past five years with the male rate exceeding the rate for females in fall 2001.

Table 9: Retention Rates for First-time Freshmen, including Part-time Students

Year African-

American Hispanic White Total

1997-98 70.8 66.9 60.1 62.2 98-99 37.9 69.8 61.3 60.8 99-00 56.5 65.6 65.8 65.2 00-01 64.0 66.0 63.6 64.3 01-02 52.8 65.0 66.6 64.3

Table 10: Retention Rates by Gender and Minority Status

Retention Rates for First-time, FT students

93-94 94-95 95-96 96-97 97-98 98-99 99-00 00-01

Male 61.3 57.7 58.3 61.9 61.7 61.0 64.9 65.6 Female 67.3 59.6 60.4 64.9 62.4 60.6 66.9 63.1 Minority 63.6 55.9 53.8 64.7 66.3 62.0 64.4 65.8

The committee also analyzed the interaction between gender and race. Some wondered if the retention rates of females or males varied by race—for example, do white males have lower retention rates than non-white males? The results show that the gap between races among men and women is greatest among men. The four-year retention rate for Hispanic males is ten percent higher than the rate for white males. By contrast, the rate for white females is higher than the rate for Hispanic females, although the absolute difference is only .68 percentage points. [Note: differences for males are not statistically significant at .05 level]

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Table 11: Retention Rates by Gender and Minority Status

Retention Rates for First-time, FT students

Fall 1998 Fall 1999 Fall 2000 Fall 2001 Four-year Rate

Male 60.90 (266) 64.77 (281) 65.81 (310) 59.79 (286) 62.90 Hispanic 74.39 (82) 63.93 (61) 69.41 (85) 63.41 (82) 68.06

White 57.69 (156) 64.89 (188) 64.43 (194) 59.88 (167) 61.99 Female 60.47 (339) 66.77 (325) 62.54 (331) 67.85 (339) 64.39

Hispanic 65.00 (100) 68.82 (93) 63.46 (104) 66.38 (116) 65.86 White 64.25 (193) 67.66 (201) 62.12 (198) 72.53 (182) 66.54

Note: figures in parentheses are sample sizes for each cell. Like most schools, the retention rate for CSU-Pueblo varies directly with measures of academic ability. The data for retention rates by admission index suggest that the retention rate generally increases as the index score increases (Table 12). For example, retention rates for students with an index of less than 85 are generally below 60% compared to rates above 60% for those with scores greater than 85. The retention rate for students with index scores of 70-74 is consistently at or above the overall retention rate for all students. These results suggest that the increase in the admission index (from a minimum of 80 to 86 by 2005) will have a positive impact on retention rates without any changes in current retention strategies or policies.

Table 12:

Retention Rate by Admission Index

Retention Rates for First-time, FT students by Index

98-99 99-00 00-01

< 70 46.4 44.0 40.7 70-74 59.3 62.1 67.9 75-79 50.0 55.0 59.7 80-84 56.8 57.4 54.5 85-89 56.2 64.6 64.3 90-94 56.9 62.5 67.5 95-99 68.5 72.6 65.6

100-104 60.3 74.2 64.2 105 + 77.1 76.6 72.9

The admission index is the result of both high school GPA and ACT score, which makes it possible for students to have the same index score with very different GPAs or ACT scores. For example, an index of 90 can be attained by an ACT of 23 and GPA of 2.60 or an ACT of 15 and GPA of 3.60. For this reason, we examined the retention rates of first-time, full-time freshman on the basis of high school GPA and ACT score separately. These results are shown in Table 13.

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Table 13:

Retention Rates by High School GPA and ACT

Retention Rates for First-time, FT students by:

98-99 99-00 00-01 01-02 Four–year Rate

HS GPA < 2.50 45.36

(97) 51.22 (82)

53.66 (82)

53.49 (86)

50.72

2.50-2.99 59.34 (182)

63.13 (179)

63.44 (186)

59.41 (170)

61.37

>3.00 67.68 (297)

71.75 (315)

68.10 (348)

70.20 (349)

69.44

ACT < 15 59.62

(52) 58.00 (50)

52.38 (63)

65.22 (69)

58.97

16-20 59.86 (289)

62.81 (285)

64.67 (300)

63.64 (308)

62.77

21-25 62.82 (156)

74.32 (183)

71.12 (187)

62.50 (168)

68.01

> 25 64.44 (45)

68.42 (38)

65.45 (55)

80.49 (41)

69.27

Note: figures in parentheses are sample sizes for each cell. 14 students had a GPA below 2.00. In general, the data suggest that overall retention rates would improve by reducing the share of the first-time, full-time cohort with high schools GPAs of less than 2.50. Those high school graduates with GPAs below 2.50 have a retention rate of only 50.72%, which is substantially below the overall retention rate of 64.4%. Of course, this strategy is dependent upon replacing these students with others with higher high school GPAs. The average number of students each fall with GPAs below 2.50 is 86.75, so a shift strategy would require additional recruitment from students with higher GPAs. Given the higher retention rates, a status quo approach would require adding 72 students from the 2.50-2.99 group or 63 from the greater than 3.00 GPA group. The smaller replacement numbers are due to the higher retention rates for these subgroups (e.g., reducing the bottom cohort by 86 students reduces the number of sophomores by 86 times .5072 or 44 students and it would require an additional 72 in the next highest cohort to retain 44 students (72 times .6137)). Table 14 shows the mean GPA at CSU-Pueblo and the 6-year graduation rates by admission index score. The data support the notion that academic success and graduation rates are positively correlated with higher index scores. Moreover, the results provide further support for limiting the number of high-risk admissions (i.e., students who have admission index scores of less than 80). The average GPA for this subgroup is less than 2.00 and the graduation rate hovers around 10-13 percent. As the admission index is increased, the size of this subgroup will continue to fall, and this will have a positive impact on graduation rates for the university.

Table 14:

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Academic Performance and Graduation Rates by CSU-Pueblo GPA Index Mean GPA N Std. Dev. 6-yr. Graduation Rate Cohort 93-

99 94-00

95-01

93-99

94-00

95-01

93-99

94-00

95-01

93-99

94-00

95-01

Window (<80)

1.70 1.67 1.66 188 174 133 1.04 1.09 1.15 12.8 13.8 10.5

80-89 2.08 2.09 2.11 171 192 167 .954 1.07 .935 22.2 19.3 23.4 90-99 2.52 2.32 2.46 158 126 137 .831 .974 .937 34.2 30.2 24.8 100-109 2.83 2.91 2.83 112 92 93 .893 .787 .922 42.9 52.2 44.1 >110 3.33 3.36 3.22 53 52 57 .482 .709 .726 52.8 53.8 49.1 Total 2.30 2.25 2.31 682 636 587 1.04 1.12 1.08 28.2 27.5 26.6

Studies have shown that many factors affect the retention rate of students. Levitz, Noel, and Richter, identified the following factors:

Personal—lost, stressed, closed to new ideas and experiences, unmotivated, insecure, uninformed, unrealistic expectations, student-institution mismatch; Social—alienation and social isolation, subject to negative peer pressure, uninvolved in college activities, little involvement with faculty member or advisers; Academic—under prepared, under challenged, poor study habits, does not see value in assignments and courses, low academic performance, pat-time course load, lack of educational and career goals, feedback that is too little too late; Life issues—insecurity about financial circumstances, job and school time conflicts, home and family difficulties, personal problems, health problems, college not necessary to meet career goals; and Institutional—experience the run-around, experience operational problems, experience negative attitudes in classrooms, advising centers, administrative offices, experience poor or indifferent teaching, encounter instructional equipment or technology that is out of date, academic program not available.

The committee reviewed the results of the recent Student Opinion Survey for CSU-Pueblo and identified those factors rated below national norms, on the assumption that student dissatisfaction is likely related to retention. Using this approach, the following factors were identified: availability of financial aid information before enrolling, variety of courses offered, concern for you as an individual, opportunities for students employment, athletic facilities, student union, campus bookstore, religious activities and programs, student voice in policies, availability of courses when you can take them, and purpose/use of students fees. These factors can be grouped in to five areas: availability/variety of classes, student voice and use of fees, availability of financial aid information and student employment, condition of facilities, and religious activities. These factors seem important to address in any effort to improve retention.

While obtaining a degree is the central purpose of most students attending a university, the connections and relationships that students establish outside the classroom setting often make the difference between persisting and graduating vs. dropping out. Research shows that students who

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become involved on campus—whether it be joining a club or organization, working an on-campus job, living in the residence halls, or assisting a professor with a research project—receive higher GPA’s, are more likely to persist, and graduate at higher rates than students who are not involved in activities outside of class. Based on this research, the units within the Division of Student Life can have a dramatic influence on retention and graduation of students.

RETENTION AND GRADUATION GOALS Based on the preceding data analysis and review of the literature, the Enrollment Task Force recommends the following retention goals for CSU-Pueblo:

1. Increase the retention rate from the fall 2002 level of 64.3% to 68% by fall 2006, when the increases in admissions standards are fully implemented.

2. Increase the six-year graduation rate from the current rate of 28% (averaged across three years) to no less than 30% (averaged across three years) by 2006-2007.

The Task Force also recommends that the University continue to monitor retention and graduation rates for students who begin at CSU-Pueblo but who transfer to other Colorado institutions. CSU-Pueblo experiences a large transfer-out rate; yet many of these students are retained and/or graduate from other public universities in Colorado. It would also be useful to develop retention rate measures for transfer students and then track this information. Students who transfer to CSU-Pueblo are not captured in the usual retention and graduation rates. Given the relatively large population of transfers and the likelihood that this share may increase in the future, tracking the retention and graduation of transfer will be an important performance measure. Responsibility: Institutional Research. MI/CB

TACTICS TO INCREASE RETENTION RATE Recruitment and Orientation

1. FYs 03-06. Consistent with the recommendation in the recruitment plan to require a high school GPA of at least 2.00, reduce share of new freshmen with high school GPAs of less than 2.50 while maintaining overall size of the freshman cohort. Responsibility: Admissions and Records. HI/LC

2. FY’s 03-06. Re-focus orientation on academic issues and overview of academic life—

transition issues from high school and community colleges, and re-establish spring orientation using same format as fall. Responsibility: Student Academic Services. MI/MC

Academic Advising

1. FYs 03-06. Require remediation and use AIS to block admission to courses—for example, require completion of remedial courses by 30 credits. Responsibility: Student Academic Services and Records Office. HI/LC

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2. FYs 03-06. Implement central advising for undeclared students and assign undecided students within area of interest to colleges/schools for advising. Responsibility: Student Academic Services and Colleges/School. MI/MC

3. FYs 03-06. Continue/expand Early Alert System—require C-/D+/D/D-/F notice for all

courses at 4-week mark of each semester. Responsibility: Student Academic Services and Records Office. MI/LC

4. FYs 03-06. Provide lead faculty or professional staff to serve as college advisors for each

area. These staff would provide one-on-one advising and training for faculty advisors. Responsibility: College/School Deans and Provost. HI/HC

5. FY 03-06. Provide faculty and professional staff advisors with on-going training on good

advising strategies and tactics. Responsibility: Provost and Director of Advising. HI/MC

High-risk Courses and Remediation Issues

1. FYs 03-06. Continue support of specialized tutoring programs. Results for past several years show that the pass rate in MATH 121 has increased from 44% to 65% (fall 1997 through spring 2002) through efforts of math tutoring lab. Responsibility: Colleges, Student Academic Services, Student Support Services. HI/MC

2. FYs 03-06. Require a course and focused advising program to improve academic skills

for all high-risk students. Responsibility: Student Academic Services. MI/MC

3. FYs 04-06. Institute a summer success program for high-risk freshmen. Responsibility: Student Academic Services. HI/HC

4. FYs 03-06. Limit the number of credits that can be attempted by high-risk students.

Responsibility: Records Office and Student Academic Services. HI/LC

5. FYs 03-05. Review high-risk courses (courses with 25% or more with grades of less than C-) each semester. The review should include a review of grading policies, active learning strategies, timely feedback concerning performance and other factors related to student success. Provide programs aimed at effective learning strategies for improved student performance. Responsibility: Colleges and Student Academic Services and Student Life/Student Support Services. MI/LC

First-year Experience

1. FYs 03-06. Develop a First Year Experience Program by incorporating current, specialized support programs for first year students (i.e., FOCUS, US 151, remedial instruction) and new initiatives, as warranted, into an expanded, comprehensive, integrated program for all students. Responsibility: Provost and Dean of Student Life. HI/HC

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2. FYs 03-06. Develop a special focus within faculty development efforts to encourage and recognize the highest quality of teaching in courses typically taken by first-year students. Responsibility: Provost and College/School Deans. MI/LC

Academic Policies

1. FYs 03-06. Institute an attendance policy that includes the expectation for class attendance for all General Education courses. Responsibility: Provost, Deans’ Council, Faculty Senate. MI/LC

2. FYs 03-06. Move the course withdrawal date to the 6th week of the semester.

Responsibility: Records Office and Faculty Senate. MI/LC

3. FYs 03-06. Encourage students to repeat courses with grades of less than C- as soon as possible. Responsibility: Academic Advisors. MI/LC

4. FYs 03-06. Require students with semester GPA of less than 2.00 to meet with advisor to

revise schedule for upcoming semester. Responsibility: College Deans and Faculty Senate. MI/LC

5. FYs 03-06. Require academic improvement plan for ALL re-entering students who were

on academic probation or suspension. Responsibility: Student Academic Services and Faculty Senate. MI/LC

6. FY 03-04. Eliminate policy that allows academic renewal or make it consistent with the

ten-year course rule, so that a student could apply for academic renewal if they were out of school for a period of ten years. Responsibility: Provost, College/School Deans, and Faculty Senate. MI/LC

Campus Ombudsman

1. FY 04-05. Establish a campus ombudsman through the office of the Dean of Student Life. The purpose of the campus ombudsman will be to provide students (as well as staff and faculty) with a central office to mediate concerns. Responsibility: Provost and Dean of Student Life. HI/HC

Financial Aid

1. FY 03-04. Review the academic and financial aid appeal process to ensure consistency in application of requirements. Responsibility: Student Financial Services. MI/LC

2. FY 03-04. Revise aid packaging to improve chances of success for first-time students—

e.g. provide more grant opportunities to freshman with financial need and minimize loan options for low-income families. Responsibility: Student Financial Services. MI/LC

3. FY 03-04. Improve communication with students concerning appeal process.

Responsibility: Student Financial Services. MI/LC

4. FY 03-04. Modify financial aid website to include more information for students regarding policies and procedures. Responsibility: Student Financial Services. MI/LC

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Exit Interviews

1. FYs 03-06. Require students to have an exit interview with Academic Services or the college advisor. Responsibility: Student Academic Services and Records Office. MI/LC

Student Life

1. FY 04-05. Create a Multicultural Center that would provide programs that help students of color foster cultural identity, pride, and the necessary strength to challenge and enrich the traditional values of the institution. Above all, they foster the academic success of students of color. Responsibility: Student Life and Provost. HI/MC

2. FY 03-06. Implement an experiential orientation program prior to the start of each

semester that serves new students, recognizing the diverse nature, background and needs of CSU-Pueblo’s student population. The importance of this activity is supported by research that reports that the more connections a student can make to the university, the more likely that student is to persist and graduate. This program should have a goal of including faculty and student organizations as much as possible. Responsibility: Student Life. MI/MC

3. FY 04-06 and beyond. Renovate and improve outdated facilities on campus. While the

Massari complex, recreation fields, and the Belmont Residence Hall are most specific to Student Life with respect to this issue, results from the 2002 Student Opinion Survey show that students are less satisfied with many of the facilities on campus as compared to the national average. The satisfaction with the athletic and recreational facilities, campus bookstore, and student union on campus are lower than they have ever been in the 18-year history of the survey. This figure is at least one-third of a percentage lower than students’ satisfaction nationally on each item. In addition, students rate the campus bookstore and student union lower than other institutions. Responsibility: Vice President for Finance and Administration. HI/HC

4. FY 03-06. Change the on-campus housing requirement to read, “All newly admitted

non-veteran students, enrolled in 12 or more credit hours, who have completed 29 credit hours or less, who are single, under 21 years of age, and who do not live with a parent or legal guardian, must live in the Belmont Residence Hall for two (2) consecutive semesters.” Responsibility: Student Life and President’s Cabinet. MI/LC

5. FY 03-04. Evaluate the recommendations of the Student Life Task Force that has been

appointed to review and suggest improvements in students’ out-of-class developmental experiences. Responsibility: President’s Cabinet. MI/LC

International Students

One of the primary goals of the Center for International Programs (CIP) is to retain and support international students as they complete their educational objectives at CSU-Pueblo. In doing so, several factors need to be addressed, including but not limited to academic, financial, regulatory, and social matters.

1. FYs 03-06. In regard to transfer students, all attempts will be made to link the student with an appropriate academic faculty member/advisor prior to the student’s arrival on-

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campus. This allows the University to address academic issues directly, i.e. transfer evaluations, potential class scheduling, club/organization opportunities, internship and employment availability, etc. Responsibility: International Programs. MI/LC

2. FYs 02-06. In an on-going effort to assist students with their English skill development,

the CIP will continue to house part-time tutoring services free-of-charge to new and continuing international students of USC. This service will be enhanced by performing such activities as “Meet the Tutors” open house sessions in the CIP, and via direct contact made by the tutors to new and academically struggling continuing students. Responsibility: International Programs. MI/LC.

3. FYs 02-06. Staff of the CIP should remain involved in the Early Alert program adopted

by Student Academic Services, as well as any determined Academic Improvement Plans initiated for students on academic probation/suspension. Responsibility: International Programs. MI/LC

4. FY 03-04. Pilot offering the FOCUS experience for international cohorts, possibly to

begin in summer 2003. Responsibility: International Programs and Student Life. MI/LC

5. FYs 03-06. All attempts, via written and verbal communication, should be implemented

to make students aware of all costs associated with attending USC/CSU-Pueblo, prior to their decision to attend/arrival on-campus, thus, reducing unforeseen economic difficulties for students in their first academic year of study. Responsibility: International Programs. MI/LC

6. FYs 03-06. A focused attempt will be made to assist students in securing on-campus

jobs. Responsibility: International Programs and Student Financial Services. MI/LC

7. FYs 03-06. A continuing student orientation program will be held to fully explain the implications of the new SEVIS Immigration regulations, so as to alert students about changes in visa status maintenance, employment authorizations, transfer processes, reinstatement procedures, and school reporting requirements. Responsibility: International Programs. MI/LC

8. FYs 03-06. Involve continuing students in the recruitment process of potential students

from their own countries. This initiative will help to further involve continuing students more directly in the success of USC/CSU-Pueblo, thus, making them feel more important to USC in general and more integrated into campus life. Responsibility: International Programs. MI/LC

9. FYs 03-06. Integrate international students with campus faculty and staff in social

situations. For example, holding a monthly coffee house with co-sponsorship held with a college or department on-campus. Faculty/staff of the sponsoring department will be invited/strongly encouraged to attend and mingle informally with students – to possibly be held on varying locations. Other programs may include conversation partnering, mentorship offerings, etc. Responsibility: International Programs and Colleges/School. MI/LC

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TACTICS TO INCREASE GRADUATION RATES Scheduling

1. FYs 04-06. Offer courses throughout the day/evening to improve access and more efficiently use facilities. Responsibility: Chairs, Deans and Records Office. MI/LC.

2. FY 03-04. Review scheduling and sequencing of prerequisites to minimize bottlenecks.

Responsibility: Chairs, Deans and Records Office. MI/LC 3. FY 03-04. Review degree requirements to ensure that all requirements associated with

the major (courses in major, support courses, pre-requisite courses) can be completed in within 60 credits or are clearly communicated through four-year graduation plans and transfer guides. Responsibility: Chairs, Deans and Records Office. HI/LC

General Education

1. FYs 03-04. Review General Education requirements to minimize the number of specialized choices with the goal of complete transferability of General Education courses among the majors with the university. Responsibility: General Education Committee and Task Force. MI/LC

2. FY 03-04. Each college/department should review the role of specialized courses (e.g.

MATH 220—Quantitative Analysis for Business) to determine if other more general courses can meet the learning objectives and increase transferability for students. Responsibility: Chairs, Deans. MI/LC

Graduation Planning

1. FYs 03-06. Require all majors to have graduation planning sheets that include a four-year course plan/sequence. Responsibility: Chairs, Deans and Academic Advisors. HI/LC

2. FY 03-04. Revise graduation planning timeline to allow for departmental audit prior to

final semester. Responsibility: Chairs, Deans and Records Office. HI/LC

Stop-outs

1. FYs 03-06. Develop ways to contact “stop-outs” about next registration cycle—e.g. post-card with instructions for re-entry and registration. Responsibility: Records Office. MI/MC

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MARKETING PLAN INTRODUCTION

One of the highest priorities in the transformation of the University of Southern Colorado to Colorado State University-Pueblo in July 2003 is the establishment of an accurate, well-researched, and effective marketing and communications plan. Such a plan can ensure that the changes positively impact both institutions while improving the quality and quantity of CSU-Pueblo student enrollments. Within the past five years, two major market studies have been conducted on behalf of the University. In February of 1998, Noel-Levitz suggested a variety of market research needs related to the University’s target markets, image, market awareness, and perceptions of alumni, prospective and current students, and our competitors. In 2000, the Omni Management and Consulting Group conducted numerous focus groups including some in La Junta, Canon City, and Lamar and found a great deal of negativity regarding the impressions of USC. In general, individuals in those communities felt that the university was unresponsive, isolated, and unwilling to put forth the effort to increase visibility and awareness among students in their towns. They also remarked about the lack of consistency in obtaining information about the university. Alumni from the communities, however, favorably recounted their experiences and employers were satisfied with the quality of USC graduates in terms of their skills and overall performance. The marketing strengths of the university identified in both reports remain valid today:

• Focus on career readiness/preparation • Committed, caring faculty • Harmoniously diverse and global student population • Size that facilitates positive faculty-student relationships • Educational experience representing a good investment value • Varied academic programs, many of which are unduplicated in Colorado • High percentage of students involved in hands-on internships • Safe, secure campus environment

Of the four marketing weaknesses identified by the 1998 report, two have been or are currently being addressed. Namely, the University has broadly embraced a student service orientation and awareness of the University by people north of Colorado Springs has increased significantly because of the name/mission change process and accompanying public relations efforts. The two other marketing problems identified in 1998 appear to remain legitimate concerns: (1) a poor institutional self-image including an over-sensitivity to external perceptions of the University’s Pueblo location, and (2) a relatively weak position in the competition with other Colorado universities for students. To take full advantage of the name-change momentum as a way to improve recruitment and retention, the University must address its historic under-investment in institutional marketing, advertising, and publications.

The major recommendation from the 2000 study focused on improving the overall “educational experience,” from first contact, to enrollment, to granting of degree, and finally to alumni relations. These issues are the subject of the recruitment and retention plans presented earlier in this report, as well as other change initiatives at the University. In order for such changes to have

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optimum impact on enrollments, however, they must be promoted, marketed, and communicated beyond the campus. This can be a costly endeavor. Therefore, a major purpose of this marketing plan is to ensure that the University’s marketing resources are used most efficiently and effectively to accomplish the University’s enrollment management goals. The major responsibility for implementing this plan will fall to the Office of External Affairs. The mission of this office is to support and enhance the university’s strategic goals through communication to its many constituents. Not only should marketing messages convey information about the University, but they should also engender support and commitment for the University’s mission, values, goals and activities. The marketing plan includes both internal and external components. External communication is directed toward attracting potential students through a variety of targeted mass media and multi-media campaigns and admissions/enrollment materials. These materials and messages are designed to illustrate the University’s academic, social, economic, athletic, and community benefits. Internal promotion relates to communicating with campus entities (current students, faculty, staff, alumni) to inform them of the latest events, policies and information and to prepare them to accept a new role as informed, effective campus ambassadors.

EXTERNAL TACTICS 1. FY 03-06. Conduct a print advertising campaign to targeted high school and community

college newspapers, daily and weekly newspapers, magazines, and specialty publications that increases awareness and improves the university’s image, which ultimately will lead to increased enrollments. A sample of upcoming advertising and targeted advertising venues follows. Responsibility: Office of External Affairs. HI/HC

a. High School Graduation Tabloid. Mid-May, 2003. Pueblo Chieftain. Full-color, back

cover. b. Listing in Colorado Council on High School/College Relations Collegiate Handbook

and the Colorado Educational Services and Development Association publication. c. College guides targeting international students such as Peterson’s Applying to

Colleges and Universities in the U.S., or the International Education Service (IES) Foreign Student Guide.

d. Listing in Hobson’s Guide for College Bound Hispanic Students. Fiesta Day Fair Program

e. Athletic tournament programs, i.e. 1A/2A Basketball Tournament Program f. Greater Pueblo and Latino Chamber Directories and Newsletters g. Pueblo Chieftain special 16-page insert- June 22, 2003 (1,000 overrun) h. Student newspapers – CSU Collegian, USC Today as well as newpapers in targeted

high schools and junior colleges. i. Pueblo Chieftain Guidebook: People and Placed in Southeastern Colorado j. ½ page ad. Healthy Cells Magazine –- monthly March 2003 – March 2004, Cover

story on master’s degree in nursing/nursing program (June), includes three articles. k. Print ad insertion in 35,000 July, 2003 Board of Water Works bills l. Southern Colorado Press Club banquet program in March m. African American Voice (newspaper), monthly (Colorado Springs and Pueblo) n. Hispania News (newspaper) monthly (Colorado Springs and Pueblo) o. Pueblo Latino Chamber newsletter: Noticias p. Pueblo Business Journal

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2 FY 03-06. Based on market research, write and produce recruitment publications that reflect

the focus on academically qualified students. Responsibility: Office of External Affairs. HI/HC

a. Continue to produce these major recruitment publications that already are funded through current budgets of campus departments. HI/CB

Viewbook Graduate/Undergraduate/Guest Applications

WUE Flyer Destination CSU-Pueblo brochure Next Step postcard Financial Services Scholarship Brochure

Paw Prints newsletter ThunderWolf Times Belmont/Walking Stick Housing Brochure Orientation and Registration newsletters

b. Produce support publications as fiscal and human resources allow that complement major publications and highlight unique university programs. Examples of possible support publications follow. HI/HC

Honors Program President’s Leadership Program Advanced Placement and baccalaureate brochure Recruitment brochure for international students General Campus Facts brochure for distribution campus-wide Inserts and brochures for each degree program Visit day opportunity brochure/flyer Newspaper tabloids that promote to community

Individual Sport recruitment brochures 3. FY 03-04. Initiate a radio campaign of 30 and 60 second spots featuring successful alumni in

target markets. Examples follow. Responsibility: Office of External Affairs. HI/HC

• KCSU, student radio station (Ft. Collins) • Clear Channel, KDZA/KCSJ • KBLJ/KTHN, La Junta • KLMR/KSNZ, Lamar • #1 Rated Rev 89, our own student-operated station

4. FY 03-06. Use visual media (television, videos, CDs) to enhance the university’s image and

to attract potential students in targeted Colorado markets as well as Illinois, Texas, and California. Responsibility: Office of External Affairs. HI/HC

a. In collaboration with video production teams at USC and CSU, produce a series of

five :30 second TV ad spots that feature athletics, alumni, the collaboration with CSU, distinguished academic programs and alums.

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b. Produce a recruitment video that can be utilized in informational visits, converted to a CD, streamed onto the web, or aired on public television stations to help tell the CSU-Pueblo story.

c. Produce a video on patriotism featuring Congressman McInnis, Secretary of State Colin Powell, and President Applbaum to be distributed to every high school, chamber of commerce, library in our Congressional District for next two years.

d. Utilize KTSC-TV to air university videos and :30 spots. e. Purchase advertising time on Adelphia Cable – Colorado Springs (high school sports

channel), as well as other cable networks across the state and targeted recruitment states.

5. FY 03-06. Make better use of the CSU-Pueblo web site as a proactive marketing tool for

potential and current students. The web is the most current, efficient, and convenient means to access university information. Responsibility: Office of External Affairs and Information Technology. HI/MC

a. Update the External Affairs/communications services web page to include information about the full range of office services for campus constituents as well as members of the media and the public at large and to allow these groups access to press releases, logos, media advisories, etc.

b. Review, update, and revise the pages for the Office of Admissions and Center of International Programs to incorporate key marketing messages and to allow domestic and international students easy access to appropriate information.

c. Provide all major recruitment and student publications, such as course schedules and newsletters, on the web site as PDF files for students to view and download. These include campus Newsletter, the Insight, the Communique, and the alumni magazine.

d. Promote the conversion to and use of online admissions and enrollment services such as registration and payment, distance learning, etc. e. Annually update the Commencement web site to provide graduates, campus, and community with detailed description of all related ceremonies, events, receptions, and deadlines. f. Create interactive components on the web site (surveys, contests, etc.) that will keep constituents coming back on a regular basis. g. Implement a daily update page for announcements/events both on the front page of the University’s web site and the T-Wolf student portal h. Continue to move breaking news (and remove old) items onto the rotation of the university’s home page. i. Produce front page template that complements the University’s web page and require that each department have at least a basic web site that includes a description of program or services, and contact information.

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6. FY 03-06. Externally promote graduate and undergraduate programs through news releases and news tips about student, professor, administrator and alumni successes. Responsibility: Office of External Affairs. HI/LC

a. Placement of faculty penned pieces in various publications (Chieftain educational

column, Healthy Cells) and promotion of faculty as experts in assorted media to enhance community awareness of various subjects.

b. Distribute lists of distinguished programs and successful alumni from all colleges throughout campus to be used as points of pride.

7. FY 03-06. Externally promote of campus-wide university events through direct mail, posters,

electronic and print media. Responsibility: Office of External Affairs. HI/MC

a. Coordinate and promote major university events such as Commencement, Homecoming, All-University Recognition Event, Veterans Day, Music Fest July 4, etc.

b. Plan events celebrating significant occasions or milestones in CSU-Pueblo history, promote events and cover them for inclusion in internal and external university publications.

c. Collaborate with community organizations to co-sponsor events both on and off campus.

8. FY 03-06. Enhance relationships with local, regional, and national media as a critical part of

our transition and recruitment/retention efforts. Responsibility: Office of External Affairs. HI/LC

a. Continue to push news and information to five feeder, two-year schools – Lamar,

Otero, Trinidad, Pikes Peak, and PCC through university news bureau. b. Continue to post news releases on University web site and feature most attractive

stories in a rotating format on the site’s front page.

c. Maintain tangible and organized results of media efforts through clipping service and logging of appearances in electronic media. Retain external clipping service, which logs state coverage beyond Pueblo.

d. Maintain current list of media/community contacts.

e. Write and disseminate press releases, weekly calendars and media advisories as

appropriate. Include photography when possible. Schedule electronic media appearances and opportunities with faculty and staff as requested. Conduct press conferences when issue or announcement is deemed worthy.

f. Continue editorial board meetings with local, regional, and student newspaper staffs

in conjunction with Dr. Applbaum’s statewide travels. 9. FY 03-06. Utilize other advertising modes to tell the CSU-Pueblo story to prospective

students and general public.

a. Colorado Springs Airport Baggage Claim Signage (starting April, 2003) b. Tinseltown local movie theatre multiplex, beginning April 1

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c. Lamar Advertising Bill boards as available in Colorado Springs and Pueblo markets

d. Local alumni/student discount program being launched. This will put a CSU-Pueblo logo in the window of each participating merchant.

INTERNAL STRATEGIES 1. FY 03-06. Strengthen the relationship between the External Affairs office and Admissions

to produce more effective, efficient recruitment and retention publications and communications systems. Responsibility: Office of External Affairs and Admissions Office. HI/LC

a. Improve the communication lines between External Affairs and Admissions/Student

Services employees through weekly/monthly meetings. b. Conduct annual meetings with Admissions office and campus departments to gather

information on programs, events, accomplishments, use of logos and CLC guidelines. 2. FY 03-06. Improve campus communication systems to students of pertinent information and

to improve promotion of university events, thereby strengthening student opportunities for campus involvement. Responsibility: Office of External Affairs, Student Life, Information Technology, President’s Cabinet. HI/LC

a. Established standard operating procedures for campus calendaring system to insure

that every event scheduled on campus appears in a collective place. Workshops will be necessary to reintroduce system to campus entities, to designate department contacts, and to re-emphasize importance of this function.

b. Adjust policy to require students to utilize campus e-mail system and push messages to them regarding policy changes, deadlines for graduation, scholarships, enrollment, etc., campus events announcements.

c. Implement a campus poster route system, perhaps coordinated by ASG, which allows campus departments to submit flyers for events/announcements and which are posted and removed daily by an ASG employee.

d. Workshops should be conducted with faculty senate and Associated Students’ Government, Classified Council, and perhaps at convocation to announcement the new policies and procedures.

3. FY 03-06. Promote a culture of student appreciation and active campus lifestyle.

Responsibility: Office of External Affairs, Academic Affairs. MI/MC

a. Encourage university and/or departments to hold small, annual, no stress, events for students like year-end picnics, pizza parties, ice cream socials to let students know their presence is appreciated.

b. Continue Pizza-with-the-President events, but urge deans to initiate similar regular events in their own colleges, which allow open communication (e.g., Doughnuts or Dogs with the Dean)

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4. FY 03-06. Establish External Affairs as the central source for university promotional materials, off-campus silent auction requests, as well as the check-out location for banners and signage promoting the school. Responsibility: Office of External Affairs. HI/LC

a. Design a series of merchandise (folders, key chains, magnets, mousepads) that

promote the University and can be utilized by campus entities for special events, visits, etc.

b. Conduct workshops to inform university personnel regarding knowledge of

publications, news services, and calendaring processes, as well as “arming” them with key messages and info on campus accomplishments and events.

c. Produce recruitment and development videos that features students, faculty, and

alumni testimonials while showcasing the University’s facilities and landmarks. Can be checked out to departments for use on recruitment visits, special events.

d. Increase the amount of photographs available for publications and web that highlight

campus activities, events, students and faculty. Make photos available to campus. 5. FY 03-06. Continue to standardize the University image by addressing inconsistency of

information in everything from voicemail messages and web sites to stationery and publications. Responsibility: Office of External Affairs. HI/MC

a. Establish new campus entrance and signage currently under development. b. Revise existing recruitment materials and publications to insure they are thematically

and visually consistent and incorporate key messages touting the university’s mission and academic, social, and athletic programs.

c. Conduct review of all publications to incorporate new key messages as needed. d. Distribute lists of distinguished programs and successful alumni from all colleges

throughout campus to be used as points of pride. e. Standardize all university stationery and forms to provide consistent image and

information. 6. FY 03-06. Create a campus culture of community engagement, both on and off campus.

Responsibility: Office of External Affairs. MI/MC

a. Encourage Auxiliary Services to solicit the scheduling of facilities by area employers/organizations.

b. External Affairs will work with community entities to encourage collaborative events.

c. Schedule alumni events through departments or special interest area (athletics, Greek reunion, Life Sciences open house, Sheep Dip) as alumni loyalty seems to be with individual colleges and departments rather than the university in general.

d. Coordinate and promote major university events such as Commencement, Homecoming, All-University Recognition Event, Veterans Day, Music Fest July 4, etc.

e. Encourage participation by campus faculty and administrators at community events, in schools, churches, arts organizations, etc.

7. FY 03-06. Take better advantage of the connections to Institutional Advancement initiatives

such as President’s Club events, State Fair activities, alumni events as well as collaboration

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with other community organizations to recruit students more effectively. Responsibility: Office of External Affairs. MI/HC

a. Increase use of specialized alumni networks (teachers, principals, retired staff and

faculty, coaches, media personalities) across the state through postcards that say we appreciate you and want your assistance as ambassadors in our efforts to further recruitment at CSU-Pueblo. Use these alumni networks as part of the recruitment process.

b. Compile a list of high profile community leaders and outstanding alumni to work recruitment events and to return to campus as examples of educational outcomes and to work within their own communities as influencers.

c. Distribute lists of distinguished programs and successful alumni from all colleges throughout campus to be used as points of pride.

d. Return the position of Alumni Director to full-time.

TAGLINE AND KEY MARKETING MESSAGES During 2002-03, the Office of External Affairs led an effort to identify a “tagline” for CSU-Pueblo—a very short phrase that conveys the essence of the University’s identity and values. The tagline, “Learning…To Achieve Your Dreams,” should be used consistently in all university recruitment materials and advertising. This tagline is appropriate both to traditional and non-traditional students and to minority as well as majority populations. Although dreams may differ, all prospective and current students have goals to which they aspire. The various schools may incorporate other themes or messages, but they should complement rather than conflict with this tagline. In addition to the tagline, the University has developed a positioning statement that summarizes with more detail the key aspects of CSU-Pueblo. The positioning statement is: “Colorado State University - - Pueblo is a learning community that provides a student-centered environment nurturing the development of the student for rewarding careers, lifelong learning, and fulfilling lives for a global society.” Finally, the Enrollment Management Task Force recommends that the following messages form the core of the University’s marketing efforts:

• CSU-Pueblo is a student-centered teaching university, emphasizing programs with a professional, career-oriented and applied focus.

• CSU-Pueblo provides a learning-centered focus, fostering student success through a blend of active learning approaches and promoting intellectual and civic engagement.

• CSU-Pueblo provides students with access to quality academic programs, collaborative research activities, and outreach opportunities.

• CSU-Pueblo is committed to educational excellence, illustrated by high academic expectations and responsive learning and support services.

• CSU-Pueblo is a learning environment that values and promotes diversity for success in a global society. Our diversity mirrors life in a global society and so has a positive effect on the preparation of our students.

• CSU-Pueblo is a regional educational resource that enhances quality of life through economic growth, cultural enrichment, and social development initiatives and partnerships.

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IMPACT OF RECRUITMENT, RETENTION AND MARKETING PLANS

Meeting the goals for recruitment and retention will have a compounding effect on CSU-Pueblo's enrollments. That is, the projected increase in the number of students successfully recruited would increase enrollment even if retention rates remained constant. Similarly, increasing the retention rate would increase enrollments even if the number of recruited students remained constant. Simultaneously achieving our goals for both recruitment numbers and the retention rate will boost enrollments considerably more than achieving goals in either area by itself.

If the University is successful in implementing the various strategies and tactics described in this plan, the Task Force estimates that by 2005-06, the number of new freshmen will increase by over 16% and total headcount enrollment will increase by about 4% annually and 12% by 2005-06. That is, headcount enrollment for the University would increase from 4,044 in 2002-03 to 4,511 in 2005-06. Assuming the current relationship between FTE and headcount, FTE in 2005-06 would have increased to 3,834. Appendix D provides detailed projections of CSU-Pueblo enrollments if the recruitment and retention goals are met.

IMPLEMENTING THE PLAN

TIMELINE The Enrollment Management Task Force recommends the following timeline in implementing the recommended plan:

May 2003 – October, 2003: Presidential response to the plan and prioritized strategic actions

President names those responsible for implementing plan Share plan with the campus through web and e-mailed summary and fall convocation program Confirm/adjust phases and prioritization of strategic actions Develop funding plan for prioritized strategic actions

August 2003 – July 2004: Implement phase one of strategic, prioritized actions

August 2004 – July 2005 Assess success of phase one of strategic actions Modify phase one strategic actions as necessary and implement Implement phase two of strategic, prioritized actions

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August 2005 – July 2006 Assess success of phase two of strategtic actions Modify phase two strategic actions as necessary and implement Implement phase three of strategic, prioritized actions

Appoint new Enrollment Management Task Force to review accomplishments and develop new plan.

COST AND PRIORITIES The current state budgetary situation and its monumental implications for all of Colorado higher education will necessarily delay the more costly recommendations in this plan. However, a large number of the recommendations in this report are either already funded through existing budgets or carry relatively low implementation costs. Eighty-nine (40%) of the 222 recommendations in this report fall into this category. Eight-two (37%) recommendations involve low costs; 39 (18%) involve moderate costs; and 12 (5%) involve high costs (these typically involve the initiation of a new program with significant personnel costs or major materials costs associated with publications). Appendix D presents a prioritized list of recommendations, with High Impact items listed first and, within this category, ordering items from those already in the current budget through those associated with low cost, then medium cost and finally high cost. The same cost prioritization is used to order the Moderate Impact items.

OVERSIGHT AND ASSESSMENT The Enrollment Management Task Force recommends that two options be considered for overseeing the progress toward the stated enrollment management goals. The first option involves integrating this process within the existing 2002-07 Strategic Plan’s oversight process and annual report. Effective enrollment management is a major emphasis of the Strategic Plan, which has an established, annual reporting and evaluation process that appears to be working well. In such an oversight arrangement, each director of a unit assigned responsibility in this plan would need to include enrollment management information in his/her annual report to the Strategic Plan Oversight Committee. Basically, this information would recount progress toward reaching the enrollment management goals. An alternative oversight method would be to incorporate enrollment management progress reports into the annual, academic, year-end goals and accomplishments reports instituted by the President last year. Administrators heading units with formal responsibility assigned in the Plan would articulate progress goals for the coming year in terms of implementing and improving assigned tactics. These efforts would then be evaluated for their effectiveness at the end of the year. The Task Force believes that both oversight structures are workable.

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Various methods for actually assessing the impact of the recommended strategies and tactics are described throughout the report. These include exit surveys and interviews, data analyses of trends, professional review, participant perceptions, and, of course, headcounts and FTE counts representing total University enrollment as well as enrollments for specific subgroupings of students. The Task Force recommends that specific, empirical data be incorporated in every unit head’s annual report, whether it is to the Strategic Plan Oversight Committee or to their supervisor through the year-end goals and accomplishments reports.

CONCLUSION CSU-Pueblo is well positioned to meet the educational needs of southeastern Colorado and to attract qualified applicants from throughout the state of Colorado. The Enrollment Mangement Plan identifies tactics that will, over time, increase the quality and the numbers of students at both the undergraduate and graduate levels. CSU-Pueblo’s emergence as a regional comprehensive university, with increased standards of performance—as represented in this plan—for its students, faculty and staff, will position it well in the competition for student enrollments.

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APPENDIX A: CSU-PUEBLO RECRUITMENT TRAVEL ACTIVITIES IN

COLORADO, 2002-2003

LOCATION ACTIVITY DATE/TIME PERSONNEL Pueblo Pueblo County HS Intro

Meeting 9/10/02 10:00 a.m.

Trishia Vasquez

Calhan HS Visit 09/11/02 12:54 p.m.

Chad Logan

Falcon Falcon HS Visit 09/11/02 8:55 a.m.

Chad Logan

East HS Intro Mtg. 9/11/02, 10:00 a.m. Trishia Vasquez Denver NSFNSS College Fair 9/12/02

8:30a.m.-1:00p.m. Jen Jensen

Conifer 9/12/02 7:00-8:30 p.m.

Jen Jensen

Pueblo Pueblo West HS Intro Meeting

9/12/02 11:00 a.m.

Trishia Vasquez

Denver 9/16/02 9:00-10:30 a.m

Jen Jensen

Denver Jefferson HS College Fair

9/16/02 7:00-8:30p.m.

Jen Jensen

Pueblo 9/16/02, 8:30 a.m. Trishia Vasquez Denver Denver North HS

College Fair 9/17/02 9:00-11:00a.m.

Jen Jensen

Aurora Eaglecrest HS College Fair

Calhan

Pueblo

Conifer HS College Fair

Denver East HS College Fair

Central HS Intro Mtg

9/17/02 7:00-8:30p.m.

Jen Jensen

Denver Denver West HS College Fair

9/18/02 9:00-10:30a.m.

Jen Jensen

Aurora Gateway HS College Fair

9/18/02 7:00-8:30 p.m.

Jen Jensen

Canon City Canon City HS Visit 09/18/02, 10:00 a.m. Chad Logan Florence Florence HS Visit 09/18/02, 8:00 a.m. Chad Logan Denver JFK HS College Fair 9/19/02 Jen Jensen

Ponderosa HS College Fair

9/19/02 7:00-9:00 p.m.

Jen Jensen

Salida Salida HS Visit 09/19/02, 8:00 a.m. Chad Logan Buena Vista Buena Vista HS Visit 09/19/02, 10:00 a.m. Chad Logan Leadville Lake County HS Visit 09/19/02, 1:20 p.m. Chad Logan Pueblo South HS Intro Mtg. 9/19/02 10:30 a.m. Trishia Vasquez Denver George Washington HS

College Fair 9/20/02 9:00-10:30 a.m.

Jen Jensen

Colorado Springs Rampart HS College Fair

9/23/02 7:00-9:00p.m.

Chad Logan

Pueblo Pueblo County HS STS 9/23/02, 8:00-3:00 Trishia Vasquez

Parker

71


Promo meetings Pueblo East HS Open House 9/23/02, 6:00-8:00 p.m. Trishia Vasquez Pueblo Central HS Open

House 9/23/02, 8:00-10:00 p.m. Trishia Vasquez

Colorado Springs Harrison HS College Fair

9/24/02 10:30-12:00

Chad Logan

Colorado Springs Sand Creek HS College Fair

9/24/02 7:00-8:30 p.m.

Chad Logan

Rye Rye HS Intro Mtg. 9/24/02, 9:30 a.m. Trishia Vasquez Calhan Ellicott HS College Fair 9/25/02

10:00-11:30 a.m. Chad Logan

Colorado Springs Mitchell HS College Fair

9/25/02 7:00-8:30 p.m.

Chad Logan

Pueblo West Pueblo West HS Open House

9/25/02, 6:30-8:00 p.m. Trishia Vasquez

Monument Lewis-Palmer HS College Fair

9/26/02 10:00-11:30 a.m.

Chad Logan

Widefield Widefield HS College Fair

9/26/02 6:00-7:30p.m.

Chad Logan

Estes Park Estes Park HS College Fair

9/30/02 10:00-11:30 a.m.

Shauna Baker

Loveland Mountain View HS College Fair

9/30/02 7:00-9:00 p.m.

Shauna Baker

Pueblo East HS Visit 9/30/02, 9:00 a.m. Trishia Vasquez Ft. Collins Rocky Mountain HS

College Fair 10/1/02 7:00-8:30 p.m.

Shauna Baker

Colorado Springs Coronado HS Visit 10/1/02, 8:00 a.m. Chad Logan Colorado Springs Harrison HS Visit 10/1/02, 1:00 p.m. Chad Logan Colorado Springs W. Palmer HS Visit 10/1/02, 10:30 a.m. Chad Logan Pueblo Pueblo County HS Visit 10/1/02, 11:00a.m. Trishia Vasquez Boulder Boulder Valley District

College Fair 10/2/02 7:00-8:30 p.m.

Shauna Baker

Manitou Springs Manitou Springs HS Visit

10/02/02, 9:00 a.m. Chad Logan

Pueblo Centennial HS Visit 10/2/02, 11:00 Trishia Vasquez Arvada Ralston Valley HS

College Fair 10/3/02 7:00-8:30 p.m.

Shauna Baker

Colorado Springs Doherty HS Visit 10/03/02, 8:30 a.m. Chad Logan Colorado Springs Liberty HS Visit 10/03/02, 10:00 a.m. Chad Logan Colorado Springs Pine Creek HS Visit 10/03/02, 12:40 p.m. Chad Logan Pueblo Central HS Visit 10/3/02, 10:00 a.m. Trishia Vasquez Colorado Springs Mesa Ridge HS Visit 10/4/02, 8:00 a.m. Chad Logan

72


Pueblo West Pueblo West HS Visit 10/06/02, 10:30 a.m. Trishia Vasquez Colorado Springs Fountain Valley Private

School College Fair 10/7/02 1:00-3:00p.m.

Chad Logan

Ignacio Southern Ute Tribe College Fair

10/7/02 1:00-3:00

Sam Gallegos

Pueblo East HS Visit 10/7/02, 9:00 a.m. Trishia Vasquez Colorado Springs Sierra HS Visit 10/08/02, 10:00 a.m. Chad Logan Cortez Montezuma-Cortez HS

College Fair 10/8/02 9:00-10:30 a.m.

Sam Gallegos

Durango Durango HS College Fair

10/8/02 7:00-8:30 p.m.

Sam Gallegos

Pueblo South HS Visit 10/8/02, 9:00 a.m. Trishia Vasquez Salida Salida HS College Fair 10/9/02

7:00-8:30 p.m. Sam Gallegos

Fountain Fountain-Ft. Carson HS Visit

10/9/02, 9:00 a.m. Chad Logan

Alamosa Adams State College Area College Fair

10/9/02 10:00-12:00

Sam Gallegos

Gunnison Western State College Area College Fair

10/10/02 10:45-12:15

Sam Gallegos

Montrose Montrose HS College Fair

10/10/02 6:00-7:30

Sam Gallegos

Rye Rye App Day 10/11/02, 9:00-2:30 Trishia Vasquez Aurora Cherry Creek College

Fair 10/12/02 10:00a.m.-3:00 p.m.

Jen Jensen

Lamar Lamar HS Visit 10/14/02, 9:00 Sam Gallegos McClave McClave HS Visit 10/14/02, 2:00 Sam Gallegos Denver Thomas Jefferson HS

College Fair 10/15/02 9:00-10:30 a.m.

Jen Jensen

Denver Bear Creek HS College Fair

10/15/02 7:00-8:30 p.m.

Jen Jensen

Pueblo Pueblo County HS Visit 10/15/02, 11:00 a.m. Trishia Vasquez Denver Denver South HS

College Fair 10/16/02 9:00-10:00 a.m.

Jen Jensen

Denver Legacy HS College Fair 10/16/02 7:00-8:30 p.m.

Jen Jensen

Fowler Fowler HS Visit 10/16/02, 9:00 Sam Gallegos Manzanola Manzanola HS Visit 10/16/02, 11:00 Sam Gallegos Pueblo Centennial HS Visit 10/16/02, 11:00 Trishia Vasquez Denver Manual HS College Fair 10/17/02

9:00-10:30 a.m. Jen Jensen

Denver Ranum HS College Fair 10/17/02 7:00-8:30 p.m.

Jen Jensen

La Junta La Junta HS Visit 10/17/02, 1:00 Sam Gallegos Swink Swink HS Visit 10/17/02, 10:00 Sam Gallegos Rocky Ford Rocky Ford HS Visit 10/17/02, 9:00 Sam Gallegos Denver Montbello HS College

Fair 10/18/02 9:00-10:30 a.m.

Jen Jensen

73


Kremmling West Grand HS College Fair

10/21/02 10:00-11:30 a.m.

Chad Logan

Craig Moffat County HS College Fair

10/21/02 6:00-8:00 p.m.

Chad Logan

Meeker Meeker HS College Fair 10/22/02 11:00-12:30

Chad Logan

Grand Junction Mesa State College Area College Fair

10/22/02 6:30-8:00 p.m.

Chad Logan

Springfield Springfield HS Visit 10/22/02, 9:00 Sam Gallegos Walsh Walsh HS Visit 10/22/02, 11:00 Sam Gallegos Pueblo West Pueblo West HS Visit 10/22/02, 10:30 a.m. Trishia Vasquez Carbondale Roaring Fork HS

College Fair 10/23/02 7:00-8:30p.m.

Chad Logan

Hotchkiss Hotchkiss HS College Fair

10/23/02 10:00-12:00

Chad Logan

Kim Kim HS Visit 10/23/02, 8:00 Sam Gallegos Minturn Battle Mountain HS

College Fair 10/24/02 7:00-8:30p.m.

Chad Logan

Pueblo Central HS Visit 10/24/02, 10:00 a.m. Trishia Vasquez Breckenridge Summit County HS

College Fair 10/25/02 10:00-11:30 a.m.

Chad Logan

Pueblo South HS Visit 10/25/02, 9:00 a.m. Trishia Vasquez Denver Abe Lincoln HS

College Fair 10/28/02 9:00-10:30 a.m.

Trishia Vasquez

Englewood Englewood HS College Fair

10/28/02 7:00-8:30 p.m.

Trishia Vasquez

Colorado Springs Mitchell HS Visit 10/28/02, 8:00 a.m. Chad Logan Colorado Springs Wasson HS Visit 10/28/02, 10:00 a.m. Chad Logan Monument Lewis-Palmer HS Visit 10/28/02, 1:30 p.m. Chad Logan Trinidad Trinidad HS Visit 10/28/02, 11:30 Sam Gallegos Aguilar Aguilar HS Visit 10/28/02, 9:00 Sam Gallegos Highlands Ranch Highlands Ranch HS

College Fair 10/29/02 7:00-8:30 p.m.

Trishia Vasquez

Colorado Springs Sand Creek HS Visit 10/29/02, 1:00 p.m. Chad Logan Colorado Springs Rampart HS Visit 10/29/02, 10:30 a.m. Chad Logan Security Widefield HS Visit 10/29/02, 8:30 a.m. Chad Logan Hoehne Hoehne HS Visit 10/29/02 Sam Gallegos

74


Commerce City Adams City HS College

Fair 10/30/02 9:00-10:30 a.m.

Trishia Vasquez

Thornton Horizon HS College Fair

10/30/02 7:00-8:30 p.m.

Trishia Vasquez

Aurora Eaglecrest HS Visit 11/4/02, 10:00 Jen Jensen Aurora Rangeview HS Visit 11/4/02, 11:15 Jen Jensen Colorado Springs Coronado HS College

Fair 11/4/02 7:00-8:30 p.m.

Chad Logan

Cheraw Cheraw HS Visit 11/4/02, 8:00 Sam Gallegos Pueblo East App Day 11/4/02, 8:00-3:00 Trishia Vasquez Aurora Grandview HS Visit 11/5/02, 11:15 Jen Jensen Aurora Smoky Hill HS Visit 11/5/02, 9:00 Jen Jensen Limon Limon HS College Fair 11/5/02

1:00-2:30 p.m. Chad Logan

Woodland Park Woodland Park College Fair

11/5/02 6:30-8:30 p.m.

Chad Logan

Pueblo Pueblo County APP Day

11/5/02, 8:00-3:00 Trishia Vasquez

Longmont Longmont HS College Fair

11/6/02 6:00-8:00 p.m.

Jen Jensen

Florence Florence HS App Day 11/6/02, 8:00 a.m. Chad Logan Monte Vista San Luis Valley Career

Fair 11/6/02, 9:00-2:00 Sam Gallegos

Brighton Brighton HS College Fair

11/7/02 7:00-8:30 p.m.

Jen Jensen

Pueblo Central App Day 11/7/02, 8:00-3:00 Trishia Vasquez Pueblo West Pueblo West APP Day 11/8/02, 8:00-3:00 Trishia Vasquez Rocky Ford Rocky Ford HS College

Fair 11/11/02 1:00-2:30 p.m.

Sam Gallegos

La Junta La Junta HS College Fair

11/11/02 7:00-8:30 p.m.

Sam Gallegos

Pueblo South App Day 11/11/02, 8:00-3:00 Trishia Vasquez Lamar Lamar HS College Fair 11/12/02

1:00-2:30 p.m. Sam Gallegos

Springfield Springfield HS College Fair

11/12/02 6:00-7:30 p.m.

Sam Gallegos

Rye Rye App Day 11/12/02, 9:00-2:30 Trishia Vasquez Canon City Canon City HS College

Fair 11/13/02 7:00-8:30 p.m.

Sam Gallegos

Trinidad Trinidad State Junior College Area Fair

11/13/02 1:00-2:30 p.m.

Sam Gallegos

75


Florence Florence HS College

Fair 11/14/02 12:30-2:00 p.m.

Sam Gallegos

Pueblo USC Area College Fair 11/14/02 7:00-8:30 p.m.

All Counselors

Pueblo Centennial App Day 11/14/02, 8:00-3:00 Trishia Vasquez Wray Wray HS College Fair 11/18/02

7:00-8:30 p.m. Trishia Vasquez

Burlington Burlington HS College Fair

11/18/02 1:00-2:30 p.m.

Trishia Vasquez

La Jara Centauri HS Visit 11/18/02, 10:00 Sam Gallegos Antonito Antonito HS Visit 11/18/02, 11:30 Sam Gallegos Sterling Sterling HS College

Fair 11/19/02 7:00-8:30 p.m.

Trishia Vasquez

Colorado Springs Mesa Ridge App Day 11/19/02, 8:00 a.m. Chad Logan Brush Brush HS College Fair 11/20/02


Ft. Carson Fountain/Ft.Carson App Day

11/20/02, 8:00 a.m. Chad Logan

Alamosa Alamosa HS Visit 11/20/02, 1:00 p.m. Sam Gallegos Del Norte Del Norte HS Visit 11/20/02, 9:00 Sam Gallegos Monte Vista Monte Vista HS Visit 11/20/02, 11:00 Sam Gallegos Greeley UNC Area College Fair 11/21/02


Colorado Springs Sierra App Day 11/21/02, 8:00 a.m. Chad Logan San Luis Centennial HS Visit 11/22/02, 8:00 Sam Gallegos Pueblo South App Day 11/25/02, 8:00-3:00 Trishia Vasquez Blanca Sierra Grande HS Visit 12/2/02, 2:00 Sam Gallegos Pueblo South App Day 12/2/02, 8:00-4:00 Trishia Vasquez Colorado Springs Coronado App Day 12/3/02, 8:00 a.m. Chad Logan Rocky Ford Rocky Ford App Day 12/3/02, 8:00 a.m. Sam Gallegos Pueblo Central App Day 12/3/02, 8:00-4:00 Trishia Vasquez Castle Rock Douglas County HS

Visit 12/04/02, 9:00 Jen Jensen

Parker Ponderosa HS Visit 12/04/02, 9:00 Jen Jensen Colorado Springs Widefield App Day 12/4/02, 8:00 a.m. Chad Logan Springfield Springfield App Day 12/4/02, 8:00 a.m. Sam Gallegos Pueblo Pueblo County App Day 12/4/02, 7:30-3:00 Trishia Vasquez Aurora Overland HS Visit 12/05/02, 11:00 Jen Jensen Aurora Gateway HS Visit 12/05/02, 10:00 Jen Jensen Canon City Canon City App Day 12/5/02, 8:00 a.m. Chad Logan Sanford Sanford HS Visit 12/5/02, 8:00 a.m. Sam Gallegos Pueblo West Pueblo West App Day 12/5/02, 8:00-4:00 Trishia Vasquez Florence Florence App Day 12/9/02, 8:00 a.m. Chad Logan Lamar Lamar App Day 12/9/02, 10:00 a.m. Sam Gallegos Trinidad Trinidad HS Visit 12/10/02, 10:00 a.m. Sam Gallegos Pueblo Central App Day 12/10/02, 8:00-2:00 Trishia Vasquez Westcliffe Custer County HS Visit 12/12/02, 8:00 a.m. Sam Gallegos

76


Pueblo East App Day 12/12/02, 8:00-4:00 Trishia Vasquez Pueblo Centennial App Day 12/20/02, 8:00-4:00 Trishia Vasquez Pueblo South HS App Day 1/22/03, 8:00 Trishia Vasquez Colorado Springs Pine Creek HS Visit 01/25/03, 12:45 Chad Logan Pueblo East HS Visit 1/27/03, 9:00 Trishia Vasquez Manitou Springs Manitou Springs HS

Visit 01/30/03, 9:00 Chad Logan

Pueblo Central HS App Day 2/2/03, 8:00 Trishia Vasquez Colorado Springs Mitchell HS Visit 02/03/03, 8:00 Chad Logan Monument Lewis-Palmer HS Visit 02/03/03, 1:30 Chad Logan Alamosa Alamosa HS Visit 02/05/03, 9:00 Sam Gallegos Alamosa Alamosa Open HS Visit 02/05/03, 11:00 Sam Gallegos Mosca 02/05/03, 1:00 Sam Gallegos Pueblo Pueblo Technical

Academy Visit 2/5/03, 8:00 Trishia Vasquez

Colorado Springs Wasson HS Visit 02/06/03, 10:00 Chad Logan Security Widefield HS Visit 02/06/03, 8:30 Chad Logan Pueblo East App Day 2/6/03, 8:00 Trishia Vasquez Antonito Antonito HS Visit 02/07/03, 9:00 Sam Gallegos Sanford Sanford HS Visit 02/07/03, 11:00 Sam Gallegos Walsh Walsh HS Visit 02/10/03, 11:00 Sam Gallegos Campo Campo HS Visit 02/10/03, 1:00 Sam Gallegos Aurora Grandview HS Visit 02/11/03, 11:00 Jen Jensen Colorado Springs Liberty HS Visit 02/11/03, 10:00 Chad Logan Colorado Springs Air Academy HS Visit 02/11/03, 12:35 Chad Logan Walsenburg John Mall HS Visit 02/11/03, 9:00 Sam Gallegos La Veta La Veta HS Visit 02/11/03, 11:00 Sam Gallegos Pueblo Centennial App Day 2/11/03, 8:00 Trishia Vasquez Aurora Eaglecrest HS Visit 02/12/03, 10:00 Jen Jensen Aurora Smoky Hill HS Visit 02/12/03, 9:00 Jen Jensen Colorado Springs Doherty HS Visit 02/12/03, 12:15 Chad Logan Colorado Springs Harrison HS Visit 02/12/03, 8:30 Chad Logan Colorado Springs Mesa Ridge HS Visit 02/12/03, 10:10 Chad Logan San Luis Centennial HS Visit 02/12/03, 9:00 Sam Gallegos Blanca Sierra Grande HS Visit 02/12/03, 11:00 Sam Gallegos Aurora Rangeview HS Visit 02/13/03, 9:30 Jen Jensen Colorado Springs Sand Creek HS Visit 02/13/03, 9:26 Chad Logan Colorado Springs Sierra HS Visit 02/13/03, 8:00 Chad Logan Trinidad Trinidad HS Visit 02/13/03, 9:00 Sam Gallegos Trinidad Trinidad Open HS Visit 02/13/03, 11:00 Sam Gallegos Kim Kim HS Visit 02/13/03, 1:00 Sam Gallegos Fowler Fowler HS Visit 02/17/03, 9:00 Sam Gallegos Manzanola Manzanola HS Visit 02/17/03, 11:00 Sam Gallegos Rocky Ford Rocky Ford HS Visit 02/17/03, 1:00 Sam Gallegos Colorado Springs Coronado HS Visit 02/18/03, 10:00 Chad Logan Fountain Fountain-Ft. Carson HS

Visit 02/18/03, 8:00 Chad Logan

Swink Swink HS Visit 02/18/03, 11:00 Sam Gallegos

77


Cheraw Cheraw HS Visit 02/18/03, 9:00 Sam Gallegos Holly Holly HS Visit 02/19/03, 9:00 Sam Gallegos Granada Granada HS Visit 02/19/03, 11:00 Sam Gallegos Wiley Wiley HS Visit 02/19/03, 1:00 Sam Gallegos Pueblo West Pueblo West APP Day 2/19/03, 8:00 Trishia Vasquez Pueblo West Pueblo West App Day –

Part 2 2/21/03, 8:00 Trishia Vasquez

Canon City Canon City HS Visit 02/24/03, 10:30 Chad Logan Florence Florence HS Visit 02/24/03, 8:00 Chad Logan Lamar Lamar HS Visit 02/24/03 Sam Gallegos Castle Rock Douglas County HS


Elizabeth Elizabeth HS 02/25/03, 11:30 Jen Jensen Colorado Springs Rampart HS Visit 02/25/03, 9:00 Chad Logan Pueblo Pueblo County APP

Day 2/25/03, 8:00 Trishia Vasquez

Aurora Overland HS Visit 02/26/03, 9:00 Jen Jensen Aurora Gateway HS Visit 02/26/03, 10:00 Jen Jensen Loveland Loveland HS Visit 03/03/03, 1:00 Jen Jensen Ft. Collins Rocky Mtn. HS Visit 03/03/03, 10:30 Jen Jensen Niwot Niwot HS Visit 03/04/03, 9:00 Jen Jensen Lafayette Centaurus HS Visit 03/04/03, 10:30 Jen Jensen La Jara Centauri HS Visit 03/04/03 Sam Gallegos Commerce City Adams City HS Visit 03/10/03, 9:00 Jen Jensen Thornton Thornton HS Visit 03/10/03, 11:00 Jen Jensen Morrison Bear Creek HS Visit 03/11/03, 9:00 Jen Jensen Fowler CESDA Presentation at

Fowler HS 04/03/03, 11:00 a.m. Sam Gallegos

La Junta CESDA Presentation at La Junta HS

04/04/03, 11:30 Sam Gallegos

Canon City Canon City App Day 04/08/03, 8:00 Chad Logan Swink CESDA Presentation at

Swink HS 04/09/03, 2:15 p.m. Sam Gallegos

Pueblo CESDA Presentation at Centennial HS

04/11/03, 1:15 Sam Gallegos

Parker Chaparral HS Visit 04/14/03, 10:30 Jen Jensen Florence Florence HS App Day 04/16/03, 8:00 Chad Logan Florence CESDA Presentation at

Florence HS 04/17/03, 9:30 Sam Gallegos

Rye CESDA Presentation at Rye HS

04/21/03, 10:30 Sam Gallegos

Littleton Columbine HS Visit 04/24/03, 11:00 Jen Jensen Littleton Littleton HS Visit 04/24/03, 10:00 Jen Jensen Conifer Conifer HS Visit 04/24/03, 12:35 Jen Jensen Denver Green Mountain HS


Colorado Springs Mesa Ridge “Next Steps” Visit

05/06/03, TBA Chad Logan

78


Aguilar CESDA Presentation at Aguilar HS


Colorado Springs Widefield “Next Steps” Visit


Fountain Fountain-Ft. Carson “Next Steps” Visit


Pueblo CESDA Presentation at East HS


Colorado Springs Coronado “Next Steps” Visit


Colorado Springs Sierra “Next Steps” Visit


79


APPENDIX B: CSU-PUEBLO RECRUITMENT TRAVEL ACTIVITIES AT COLORADO COMMUNITY COLLEGES, 2002-2003

LOCATION ACTIVITY DATE/TIME PERSONNEL

Trinidad Trinidad JC Visit 09/10/02 Ron Dehn La Junta Otero JC Visit 09/11/02 Ron Dehn Lamar Lamar CC Visit 09/12/02 Ron Dehn Lamar Lamar CC Visit 09/23/02 Ron Dehn La Junta Otero JC Visit 09/24/02 Ron Dehn Trinidad Trinidad JC Visit 09/25/02 Ron Dehn Lamar Lamar CC Visit 10/1/02 Ron Dehn La Junta Otero JC Visit 10/2/02 Ron Dehn Trinidad Trinidad JC Visit 10/03/02 Ron Dehn Pueblo PCC Visit 10/9/02, 9:00 a.m. Shauna Baker/Carl

Melin Trinidad Trinidad JC Visit 10/14/02 Ron Dehn La Junta Otero JC Visit 10/15/02 Ron Dehn Pueblo PCC Fall Festival 10/16/02, 10:30 a.m. Shauna Baker Lamar Lamar CC Visit 10/16/02 Ron Dehn Colorado Springs PPCC Visit 10/21/02, 8:00 a.m. Carl Melin/Shauna

Baker Pueblo PCC Visit 10/22/02, 9:00 a.m. Shauna Baker/Carl

Melin Pueblo PCC Visit 10/28/02, 9:00 a.m. Shauna Baker Pueblo PCC Visit 11/5/02, 9:00 a.m. Shauna Baker Colorado Springs PPCC Visit 11/6/02, 8:00 a.m. Carl Melin Trinidad Trinidad JC Visit 11/6/02 Ron Dehn La Junta Otero JC Visit 11/7/02 Ron Dehn Pueblo PCC Visit 11/11/02, 9:00 a.m. Shauna Baker Canon City PCC (Fremont Campus)

Visit 11/13/02, 8:00 a.m. Shauna Baker

La Junta Otero JC Visit 11/13/02 Ron Dehn Trinidad Trinidad JC Visit 11/14/02 Ron Dehn Pueblo PCC Visit 11/18/02, 9:00 a.m. Shauna Baker Lamar Lamar CC Visit 11/18/02 Ron Dehn Colorado Springs PPCC Visit 11/20/02, 8:00 a.m. Carl Melin La Junta Otero JC Visit 12/2/02 Ron Dehn Trinidad Trinidad JC Visit 12/3/02 Ron Dehn Lamar Lamar CC Visit 12/4/02 Ron Dehn La Junta Otero JC Visit 01/14/03 Ron Dehn Trinidad Trinidad JC Visit 01/15/03 Ron Dehn Pueblo PCC Visit 01/21/03, 9:30 Shauna Baker Lamar Lamar CC Visit 01/21/03 Ron Dehn La Junta Otero JC Visit 01/27/03 Ron Dehn Trinidad Trinidad JC Visit 01/28/03 Ron Dehn Lamar Lamar CC Visit 01/29/03 Ron Dehn

80


Colorado Springs PPCC Visit 02/03/03, 9:30 Shauna Baker Pueblo PCC Visit 02/05/03, 12:30 Shauna Baker Canon City PCC (Fremont Campus)

Visit 02/10/03, 9:30 Shauna Baker

Trinidad TSJC Visit 02/10/03 Ron Dehn Lamar LCC Visit 02/11/03 Ron Dehn La Junta OJC Visit 02/12/03 Ron Dehn Lamar LCC Visit 02/19/03 Ron Dehn Colorado Springs PPCC Evaluation Day 02/19/03, 9:30 Shauna Baker La Junta OJC Visit 02/24/03 Ron Dehn Pueblo PCC Evaluation Day 02/24/03, 9:30 Shauna Baker Trinidad TSJC Visit 02/25/03 Ron Dehn Lamar LCC Visit 03/05/03 Ron Dehn La Junta OJC Visit 03/10/03 Ron Dehn Pueblo PCC Visit 03/11/03, 9:30 Shauna Baker Trinidad TSJC Visit 03/12/03 Ron Dehn Colorado Springs PPCC Visit 03/12/03, 8:30 Shauna Baker Canon City PCC (Fremont Campus)

Visit 03/18/03, 9:30 Shauna Baker

La Junta OJC Visit 03/24/03 Ron Dehn Lamar LCC Visit 03/26/03 Ron Dehn Colorado Springs PPCC Visit 04/07/03, 9:30 Shauna Baker Trinidad TSJC Visit 04/08/03 Ron Dehn Pueblo PCC Visit 04/08/03, 10:30 Shauna Baker Lamar LCC Visit 04/09/03 Ron Dehn La Junta OJC Visit 04/14/03 Ron Dehn Pueblo PCC Visit 04/21/03, 9:30 Shauna Baker Lamar LCC Visit 04/22/03 Ron Dehn Colorado Springs PPCC Visit 04/22/03, 8:30 Shauna Baker Trinidad TSJC Visit 04/23/03 Ron Dehn La Junta OJC Visit 04/28/03 Ron Dehn

81


APPENDIX C: CSU-PUEBLO RECRUITMENT TRAVEL ACTIVITIES OUT OF STATE, 2002-2003

LOCATION ACTIVITY DATE/TIME PERSONNEL HAWAII

Honolulu Honolulu Career & College Fair

11/14/02 3:00-8:00 p.m.

Jen Jensen

Honolulu Honolulu Career & College Fair

11/15/02 9:00-2:00

Jen Jensen

Kauai Kauai Career & College Fair

11/18/02 9:00-11:00/5:00-7:00

Jen Jensen

Maui Maui Career & College Fair

11/19/02 5:00-7:00 p.m.

Jen Jensen

Maui Maui Career & College Fair

11/20/02 9:00-11:30 a.m.

Jen Jensen

Hilo Hilo Career & College Fair

11/21/02 9:00-11:30/5:00-7:00

Jen Jensen

Kona Kona Career & College Fair

11/22/02 9:30-12:00

Jen Jensen

ILLINOIS Chicago Chicago NACAC

National College Fair 10/25/02 9:30-2:00 p.m.

Jen Jensen

Chicago Chicago NACAC National College Fair

10/26/02 10:00-2:00 p.m.

Jen Jensen

NEW MEXICO Las Vegas New Mexico Highlands

University Area College Fair

9/16/02 10:30 a.m.

Chad Logan

Raton Raton HS College Fair 9/17/02 8:30 a.m.

Chad Logan

Grants New Mexico State University Area College Fair

9/23/02 9:30 a.m.

Sam Gallegos

Zuni Zuni HS College Fair 9/23/02 1:00 p.m.

Sam Gallegos

Gallup Gallup HS College Fair 9/24/02 9:30 a.m.

Sam Gallegos

Tohatchi Tohatchi HS College Fair

9/24/02 12:30 p.m.

Sam Gallegos

Kirtland Kirtland Central HS College Fair

9/25/02 9:00 a.m.

Sam Gallegos

82


Farmington San Juan College Area

College Fair 9/25/02 1:30 p.m.

Sam Gallegos

Tierra Amarilla Escalante HS College Fair

9/26/02 9:00 a.m.

Sam Gallegos

Taos Taos HS College Fair 9/26/02 1:30 p.m.

Sam Gallegos

Espanola Northern New Mexico Community College Area College Fair

9/27/02 9:30 a.m.

Sam Gallegos

Albuquerque RMACAC Albuquerque College Fair

10/13/02 12:00-4:00 p.m.

Chad Logan

Bernalillo Bernalillo HS College Fair

10/14/02 9:30 a.m.

Chad Logan

Albuquerque Rio Grande HS College Fair

10/14/02 12:50 p.m.

Chad Logan

Socorro Socorro HS College Fair

10/15/02 9:00 a.m.

Chad Logan

Santa Fe Santa Fe CC Area College Fair

10/15/02 6:00-8:00 p.m.

Chad Logan

Moriarty Moriarty HS College Fair

10/16/02 9:00 a.m.

Chad Logan

Albuquerque Highland HS College Fair

10/16/02 1:00 p.m.

Chad Logan

Los Lunas Los Lunas HS College Fair

10/17/02 7:45 a.m.

Chad Logan

Belen Belen HS College Fair 10/17/02 9:30 a.m.

Chad Logan

Santa Fe Santa Fe HS College Fair

10/18/02 8:30 a.m.

Chad Logan

Santa Fe Capital HS College Fair 10/18/02 12:00

Chad Logan

Los Alamos Los Alamos HS Area College Fair

10/21/02 6:00-8:00 p.m.

Jen Jensen

TEXAS Fort Worth Fort Worth City Wide

College Fair 9/9/02 6:00-9:00 p.m.

Sam Gallegos

McKinney McKinney HS College Fair

9/10/02 8:30-11:00 a.m.

Sam Gallegos

Prosper Prosper HS College Fair 9/11/02 8:00-11:30 a.m.

Sam Gallegos

Dallas Townview Magnet Center College Fair

9/11/02 6:00-8:00 p.m.

Sam Gallegos

Denton NO-Tex College Fair 9/12/02 6:30-9:00 p.m.

Sam Gallegos

Corinth Lake Dallas HS College Fair

9/13/02 9:30-11:15 a.m.

Sam Gallegos

Dilley Dilley HS College Fair 11/11/02 10:00-12:00

Chad Logan

83


San Antonio Northside ISD College Fair

11/12/02 6:30-9:30 p.m.

Chad Logan

San Antonio South San Antonio HS College Fair

11/13/02 9:00-11:00 a.m.

Chad Logan

San Antonio South San HS -West Campus College Fair

11/13/02 1:00-3:00 p.m.

Chad Logan

San Antonio NEISD College Fair 11/13/02 6:30-9:00 p.m.

Chad Logan

San Antonio Independent Private Schools College Fair

11/14/02 7:00-9:00 p.m.

Chad Logan

CALIFORNIA San Diego San Diego NACAC

National College Fair 4/24/03 1:00 – 4:00 p.m.

Shauna Baker

Anaheim Orange County NACAC National College Fair

4/27/03 9:00-12:00 5:30-8:30

Shauna Baker

Ventura Ventura Tri-County NACAC National College Fair

4/29/03 6:00-8:00 p.m. 4/30/03 9:15-12:15

Shauna Baker

84

APPENDIX D: PROJECT ED ENROLLMENTS BASED ON

RECRUITMENT AND RETENTION GOALS

Goal 3-Year Goals

Estimated FTE Current Actual Annual 3-year Year 1 Year 2 Year 3 Year 1 Year 2 Year 3 2002-2003

Increase Rate

HC Increase

2003-2004

2004-2005

2005-2006

2003-2004

2004-2005 2005-2006 0.86 0.85 0.85

New Resident First-time Freshmen 643 0.05 675 709 744 ** 3592 3702 3834 New Non-Resident First-time Freshmen 74 20 78 87 94 ** 2.0% 3.1% 3.6%

New Freshmen Total 717 753 796 838 **Other Freshmen 409 Estimates

410 410 410

Freshmen Total 1126 1163 1206 1248

Cohort* Retention 0.68 490 529 570 **Other 0.55 226 226 226

Sophomores Total 743 715 755 796

New Resident Transfer 274 26 283 292 300 **New Non-Resident Transfer 68 0 68 68 68 **

Transfer Total 342 351 360 368 **Sophomore to Junior 442 0.70 501 528 557

Juniors Total 784 852 888 925

Junior to Sophomore 588 0.75 639 666 694 Senior plus

398 estimates

380 380 380

Seniors 986 1019 1046 1074

UNDERGRADUATE TOTAL 3639 3748 3895 4043Percent Increase per Year 0.03 0.04 0.04

Percent Increase from Year 0 0.11

Non-Degree 79 75 75 75 Degree Plus 112 100 100 100 Pre-Graduate 72 70 70 70 Graduate 142 118 128 136 **

UNIVERSITY TOTAL 4044 4111 4268 4424Percent Increase per Year 0.03 0.04 0.04

Percent Increase from Year 0 0.09

* Cohort - First-time Full-time Freshmen ** Numbers are generated based on the goals stated in the enrollment management plan.

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