SEM 2008 Closing Seminar:Experienced SEM

Professionals Discussion

Jay W. Goff Missouri University of Science & Technology

Rolla, Missouri, USAhttp.//enrollment.mst.edu

1-573-341-4378

“Missouri S&T will better define the university as a leading technological research university. We believe the new name will help to differentiate this university in a highly competitive university market and provide a national competitive advantage.”

Dr. John F. Carney, IIIMissouri S&T Chancellor

SEM in ACTION:Why Change the University Name?

Rolla, Missouri“The Middle of Everywhere”

Missouri S&T……

• A Top 50 Technological Research University• 6300 students: 4900 Undergrad, 1400 Graduate• 90% majoring in Engineering, Science, Comp. Science• Ave. Student ACT/SAT: upper 10% in nation• +60% of Freshmen from upper 20% of HS class• 20% Out of State Enrollment• 96% 5 Year Average Placement Rate within 3 months

of Graduation• Ave. Starting Salary in 2008: +$55,000

Starting Salaries

Undergraduate Graduate

2003 $ 47,305 $ 52,744

2004 $ 46,567 $ 52,945

2005 $ 49,181 $ 53,042

2006 $ 51,059 $ 58,120

2007 $ 53,669 $ 62,751

2008 $ 55,975 $ 63,640

Advance SEM Topics

• Capacity and Student Life-cycle Focus • SEM for Graduate Programs• Student Assessment Plans• Rankings – how many students do they

influence? (17% CIRP 2007)• New Retention Research – tenure vs. non-

tenure faculty, SES matters• Discount Rate – Public Benchmarks• Retention – public/private merger• College Going Rate

CORE ENROLLMENT PRINCIPLES

• No Enrollment Effort is Successful without QUALITY Academic Programs to Promote

• Recruitment and Retention is an On-going, Multi-year PROCESS with Strong Access to Research and DATA

• +80% of Enrollments come from REGIONAL student markets for BS/BA degrees

• The Most Successful Recruitment Programs Clearly DIFFERENTIATE the Student Experience from Competitor’s Programs

• The Most Successful Retention Programs Clearly Address Students’ Needs and Regularly ENGAGE Students in Academic and Non-Academic Programs

“If you don’t know where you’re going,

any path will take you there.”Sioux proverb

The External Environment in which Colleges and Universities Operate is Changing Quickly

•Dramatic changes in student markets.

•Public expectations for a wide variety of high quality student services.

•Greater needs for an institution-wide understanding of how to best react to the emerging student trends, needs and markets. 

What is SEM?

• Strategic Enrollment Management (SEM) is defined as “a comprehensive process designed to help an institution achieve and maintain the optimum recruitment, retention, and graduation rates of students where ‘optimum’ is designed within the academic context of the institution. As such, SEM is an institution-wide process that embraces virtually every aspect of an institution’s function and culture.”

Michael Dolence, AACRAO SEM 2001

• Research• Recruitment• Retention

Today’s Enrollment Manager

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

SOURCE: THE ENROLLMENT MANAGEMENT REVIEW Volume 23, Issue 1 Fall, 2007, Editor: Don Hossler Associate Editors: Larry Hoezee and Dan Rogalski

Hossler continued• “(Enrollment Managers) need to be able to

guide and use research to inform institutional practices and strategies. Successful enrollment managers need to be good leaders, managers, and strategic thinkers.

• They have to have a thorough understanding of the institutions where they work and a realistic assessment of the competitive position in which it resides and the niche within which it can realistically aspire to compete. Furthermore, to be effective, enrollment managers must also have a sense of how public, societal, and competitive forces are likely to move enrollment-related policies and practices in the future.”

SOURCE: THE ENROLLMENT MANAGEMENT REVIEW Volume 23, Issue 1 Fall, 2007, Editor: Don Hossler Associate Editors: Larry Hoezee and Dan Rogalski

Recruitment Issues

• The Major Demographic Shift is Underway

• Social Networks

• CRM

• STEM interest issues

• Stronger alignments with industry

• Finding new markets

• Graduate and Certificate Programs

Retention Issues

• The new unified benchmark?

• Advantage of Tenured vs. Non-Tenured Faculty?

• Impact of Financial Aid

• SES Impact

• Engagement

• Impact of Greater Public Awareness: www.collegeresults.org

Research Plan: How Data Is Used InStrategic Enrollment Management

1. To determine institutional capacity

2. To improve retention

3. To build relationships with high schools and community colleges

4. To target admissions efforts and predict enrollments

5. To recommend changes to admissions policy

6. To examine issues of how best to accommodate growth

7. To improve the educational experience of students

8. To identify needs of unique student groups

9. To project and plan for student enrollment behavior

10. To determine financial aid policies

11. To assess student outcomes

Indiana University

SEM Operational Definition• Strategic enrollment management (SEM) is an

institution's program to shape the type and size of its student body in accordance with its educational mission and fiscal requirements.

• ALIGNMENT: SEM centers on the integration and improvement of traditional student services, such as recruitment, admissions, financial aid, registration, orientation, academic support, and retention. It is informed by demographic and institutional research, and advanced by media messages and public relations. Ideally, SEM embraces all departments and functions in a comprehensive framework to best serve the student and hence the institution.

• Jim Black, 2003, AACRAO SEM

Traditional Core SEM Activities• Determining, Achieving and Maintaining Optimum

Enrollment

• Establishing Clear Enrollment Goals

• Projecting Future Enrollments

• Promoting Student Success

• Enabling the Delivery of Effective Academic Programs

• Generating Tuition

• Enabling Financial Planning

• Increasing Organizational Efficiency

• Improving Service Levels

Core Objectives of SEM• Make Enrollment Programs be Mission Driven• Institutional Culture of Student Success• Integrated in the Institution’s Strategic Plan• Involves Everyone at the Institution• External Partnerships• Assess and Measure Everything• Clear Enrollment Goals Based on Institutional Capacity and

Plan• Maintain Appropriate Academic Programs• Creativity and Look Outside of Higher Education for Best

Practices• Appropriate Utilization of Technology to Enhance Service

The IHC Orientation to SEM

Institutions embracing SEM must start with:

• Organizational Structure• Philosophical Orientation (Academic vs. Student Affairs)

• IHC Positioning cannot happen until the first two are established.

SEM helps Define and Refine Institutional Vision

• Forces institutions to clarify their Market Position• Builds a comprehensive enrollment management plan• Focuses on strategies that will ensure colleges or

universities define and meet their objectives• Engages students using creative recruitment, marketing,

and retention strategies• Forges dynamic alliances across administrative

departments including- Marketing, Admissions, Registration, Financial Aid, Student Services, Recruitment, Retention, Orientation, Academic Support, and Information Services

– AACRAO SEM 2003

Common Goals of SEM

• Stabilize, Growing, or Reducing Enrollments

• Increase Student Access and Diversity

• Reduce Vulnerabilities• Align EM with Academic

Programs• Predict and Stabilize

Finances• Optimize Resources

• Evaluate Strategies and Tactics

• Improve Services• Improve Quality• Improve Access to

Information

Adapted from Jim Black, 2003

Major Gaps in Many EM Plans• Focus has been on simply increasing enrollment numbers. • Student success defined as retention rates (does not address

many of the reasons students attend post secondary education) • Students recruited based on their probability of graduating – the

student profile. (This may be acceptable for private selective institutions but most public institutions, especially community colleges, do not recruit based on a students probability of succeeding.)

• Organizational structure, while establishing institutional commitment to a concept, does not address institutional culture.

• Most S.E.M. plans sit outside of the overall institutional strategic plan thereby being both marginalized and not including in the overall institutional priorities.

SEM Success & Innovation Models

RETENTION PLAN: Syracuse Univ., Youngstown State URECRUITMENT PLAN: University of NebraskaFINANCIAL AID: Muhlenberg College

http://www.muhlenberg.edu/admissions/aid.html

STRUCTURE & RESPONSIBILITIES: Univ of CincinnatiENVIRONMENTAL SCAN: Slippery Rock University BRANDING: Washington State UniversityCAMPUS VISIT: Ferris State UniversityORIENTATION: Missouri Univ. of S&TCO-OP/INTERNSHIPS: WPILearning Disabled: Southern Illinois Univ – CarbondaleSupplemental Instruction: Univ of Missouri – Kansas City

The Power of Alignment

Getting Started with SEMThe following four steps are fundamental to the development

of a comprehensive recruitment and retention Plan

1. Determine the institution’s capacity to serve students by degree program and types of students (traditional, non-traditional, graduate, etc.)

2. Establish Goals: need to be agreed upon by all involved3. Formulate Strategies based on data4. Develop action plan with tactics and an operational

calendar:– What exactly is going to be done– When will it be completed– Who is responsible– How much will it cost– How will you know if it has been accomplished (evaluation)

Classroom Utilization

60%

56%

85%86%

96%

88%

97%96%

8%

81%78%

64%

58%

67%

41%

62%

40%42%

27%

23%

18%

30%

16%

21%

15%15%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Pe

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nta

ge

8:00 AM 9:00 AM 10:00 AM 11:00 AM 12:00 PM 1:00 PM 2:00 PM 3:00 PM 4:00 PM 5:00 PM 6:00 PM 7:00 PM 8:00 PM

Time

Classroom Utilization by Hour for Fall Semester 2007

Mon - Wed - Fri

Tues - Thurs

1982-2006 Room Utilization Comparison

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10

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30

40

50

60

70

80

90

100

7:00 8:00 9:00 10:00 11:00 12:00 1:00 2:00 3:00 4:00 5:00 6:00 7:00 8:00

Time Period

& U

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ation

1982

1995

2001

2006

What is included in a Comprehensive SEM Plan?

1. Strategic Framework: Mission, Values, Vision2. Overview of Strategic Plan Goals & Institutional Capacity 3. Environmental Scan: Market Trends & Competition Analysis4. Evaluation and Assessment of Position in Market5. Enrollment Goals, Objectives, & Assessment Criteria6. Marketing and Communication Plan7. Recruitment Plan8. Retention Plan9. Student Aid and Scholarship Funding10. Staff Development and Training11. Student/Customer Service Philosophy12. Process Improvements and Technology System Enhancements13. Internal Communication and Data Sharing Plan14. Campus wide Coordination of Enrollment Activities

Benchmarking

• Determine Competitors & Comparators

• www.collegeresults.com

• College Board: Institutional Comparison

• US News (United States)

• McCleans (Canada)

• Higher Ed Times (Great Britain)

• Shanghi Jiaotong (China)

BENCHMARKING RESOURCES

• www.act.org (retention study and tracking charts, labor and education policy/tends)• www.ama.com (marketing trends and applications)• www.collegeboard.org (student psychographics• www.collegeresults.org (four-year retention benchmarking)• www.educationalpolicy.org (retention calculator)• www.nces.gov (2007 Digest of Education Statistics)• www.higheredinfo.org (college participation rates)• www.noellevitz.com (funnel analysis)• www.stamats.com (teen and parent trend analysis)• www.wiche.org (student projections)• www.educationtrust.org (k-18 environmental scans and best practices)• www.lumina.org (k-18 research and public policy analysis)• www.greentreegazette.com (higher education issues and news)• www.pewinternet.org (communication and internet trends)• www.postsecondary.org (education trends and issues reports)• www.communicationbriefings.com (tactics and analysis)• Chronicle of Higher Education August Almanac• Recruitment and Retention in Higher Education

Recruitment Plan

• What submarkets are being addressed by who, when and how

• Pre-College Activities (camps, visits, etc)• Freshmen• Transfers• Graduate Students• Sub-Markets: traditional vs non-traditional• Special Degree or Certificate Programs

Environmental and Market Trend Scans

Over 4200 Colleges & Universities:Heavy Competition for Students

Number of Colleges and Universities

SOURCE: U.S. Education Department

http://chronicle.com Section: The 2007-8 Almanac, Volume 54, Issue 1, Page 8

Undergraduate Enrollment by Attendance Status 1986-2016

Source: U.S. Department of Education

0

2,000,000

4,000,000

6,000,000

8,000,000

10,000,000

12,000,000

85-86

88 90 92 94 96 98 00 02 04 06 08 10 12 14 15-16

Full-time Part-Time

5,618,000

9,009,000

5,094,000

7,169,000

6,259,000

10,333,000

4,271,000

6,348,000

College Board, 2007

WICHE, 2008

WICHE, 2008

National vs. Regional Trends

WICHE, 2008

College Going Rate Continues to Decline

Factors Most Noted in Choosing a College

• Majors & Career Programs Offered

• Location/Campus Characteristics

• Cost/Affordability

• Campus Size/Safety

• Characteristics of Enrolled Students

• Selectivity

National Student Success Trends

ACT, 2007

Financial considerations the most common reason for leaving college

0%

5%

10%

15%

20%

25%

30%

35%

40%

Reasons for discontinuingpostsecondary education

Financial reasons

Other

Family responsibilities

Class not available / schedulinginconvenient

Dissatisfaction with program / school /campus / faculty

Completion of degree / certificate

Academic problems

Finished taking desired classes

Personal health reasons

Traumatic experience

Military service

SOURCE: ELS:2002 “A First Look at the Initial Postsecondary Experiences of the High School Sophomore Class of 2002 (National Center for Education Statistics)

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FS07 First Time College Enrollees (1040)

FS07 First Time College Admits (2154)

FS07 First Time College Applicants (2305)

FS07 First Time College Inquiries (9629)

FS2007 First Time College Domestic Enrollment Yield

SOURCE: US Dept. of Education 2005

Future Students: Demographic and Population Changes

• Fewer first-time, traditional students in the overall pipeline until between 2015 -- while older population is growing

• More students of color • More students of lower socioeconomic status• More students unprepared college level work

WICHE, 2003 & 2008

NATIONAL Shift Impacts on Higher

Education

1. Nationally, in 2009-10 the number of high school graduates will begin a gradual decline.

2. The proportion of minority students is increasing and will account for about half of school enrollments within the next decade.

3. High school graduates in the future will include higher percentages from families with low incomes.

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

Labor Demand vs. Student Interests

Source: U.S. Department of Labor, Bureau of Labor Statistics,

www.bls.gov/emp/home.htm

SOURCE: CIRP

New Students’ Intended Major 1976-77 to 2006-07

0%

7%

14%

21%

28%

Business Engineering Education BiologicalSciences

ComputerScience

SocialSciences

Art, Music,Drama

HealthProfessions

76-77 86-87 96-97 06-07College Board, 2007

SOURCE: ACT

> 5%

Missouri’s 2004-05 Student Funnel for All Engineering Fields

• High School Seniors: 61,378• High School Graduates: 57,573• ACT Testers/College Bound: 42,862• Any Engineering Interest, all scores: 1,599• Engineering Interest, +21 comp. score: 1,102

(21 = MO average score / 50%)

• Engineering Interest, +24 comp. score: 807(24 = UM minimum for auto admission)

• UMR’s Freshmen Engineering Majors 520from Missouri

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In-state vs. out-of-state freshmen recruitment funnel ratios

SOURCE: Noel Levitz 2006 Admissions Funnel Report

SOURCE: College Board, 2007

Constant Growth in One Demographic Market: Adults Over 60

SOURCE: US Census Bureau

PARTICIPATION IN REMEDIAL EDUCATION: Percentage of entering freshmen at degree-granting institutions who

enrolled in remedial courses, by type of institution and subject area: Fall 2000

                                                                                                                        

      

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

SOURCE: Parsad, B., and Lewis, L. (2003). Remedial Education at Degree-Granting Postsecondary Institutions in Fall 2000 (NCES 2004–010), table 4. Data from U.S. Department of Education, NCES, Postsecondary Education Quick Information System (PEQIS), “Survey on Remedial Education in Higher Education Institutions,” fall 2000.

SOURCE: http://www.postsecondary.org/archives/Posters/192Chart1.pdf

COLLEGE COST COMPARISON

SOURCE: The College Board 2006, MAP: TIME, November 6, 2006

Projected State and Local Budget Surplus (Gap) as a Percent of Revenues, 2013

Source: NCHEMS; Don Boyd (Rockefeller Institute of Government), 2005

-0.5 -1

.0

-1.0 -1

.6 -2.1

-2.3 -2

.8

-2.9

-3.0 -3

.3 -3.8

-3.9 -4

.2

-4.2

-4.3

-4.3

-4.4

-4.4 -4

.8

-4.8

-4.8 -5

.1

-5.2

-5.2

-5.3 -5

.6

-5.6

-5.7

-5.7

-5.7

-5.8

-5.8

-5.9 -6

.2

-6.3

-6.5

-6.7

-6.8

-6.9

-7.0

-7.0 -7

.4 -8.0

-8.2

-8.9 -9

.3

-9.3 -9

.8

-10.5

-10.7

-12

-9

-6

-3

0

UtahM

ontana

New Hampshire

DelawareNew Jersey

Maine

Maryland

Massachusetts

WisconsinVerm

ontO

hioNorth Dakota

ConnecticutKansas

ArkansasVirginia

NebraskaO

klahoma

MinnesotaColorado

West Virginia

KentuckyM

ichiganArizona

New YorkG

eorgiaHawaiiIllinois

PennsylvaniaAlaska

Rhode IslandUnited States

New Mexico

CaliforniaIowa

IndianaNorth Carolina

FloridaIdaho

South CarolinaSouth Dakota

Missouri

Washington

OregonTexas

NevadaTennesseeM

ississippiLouisianaAlabam

a

College Board, 2007

College Board, 2007

Female Enrollments Exceed 57% of All College Students

SOURCE: NCES, The Condition of Education 2006, pg. 36

NATIONWIDE HS SENIORS ACT TESTED 2001-2007

0

200000

400000

600000

800000

1000000

1200000

1400000

2001 2002 2003 2004 2005 2006 2007

All Students

Female

Male

SOURCE: ACT EIS

Psychographic FACTOID:Landline telephones are still a lifeline for teen social life

Girls continue to lead the charge as the teen blogosphere grows

• 28% of online teens have created a blog, up from 19% in 2004.

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

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

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

• SOURCE: PEW 12/19/2007

HOMESCHOOLED STUDENTS: Number and distribution of school-age children who were home schooled, by amount of time spent in schools: 1999 and 2003

                                                                                                           

                   

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

SOURCE: Princiotta, D., Bielick, S., Van Brunt, A., and Chapman, C. (2005). Homeschooling in the United States: 2003 (NCES 2005–101), table 1. Data from U.S. Department of Education, National Center for Education Statistics, Parent Survey of the National Household Education Surveys Program (NHES), 1999 and Parent and Family Involvement in Education Survey of the NHES, 2003.

MOBILITY OF COLLEGE STUDENTS: Percentage of freshmen who had graduated from high school in the previous 12 months attending a public or private not-for-profit 4-year college in their

home state: Fall 2006

                                                                                                                                    

                              

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

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fall 2006 Integrated Postsecondary Education Data System (IPEDS), Spring 2007.

Top Twenty Graduate Degrees Searched for on gradschools.com since 2004

1. History 2. Physical Therapy 3. Journalism

Communications 4. Social Work 5. Fashion & Textile

Design 6. Clinical Psychology 7. Law 8. Architecture 9. Biology 10. Creative Writing

11. Physician Assistant 12. Sports Administration 13. MBA 14. Fine Arts 15. International Relations 16. Art Therapy 17. Counseling & Mental Health

Therapy 18. Public Health 19. Educational & School

Counseling 20. School Psychology

HIGHEST ADVANCED DEGREE ATTAINED: Percentage of 1992–93 bachelor’s degree recipients who had earned an advanced degree by

2003, by bachelor’s degree field of study and highest degree attained

                                                                                                                              

# Rounds to zero.

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

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993/03 Baccalaureate and Beyond Longitudinal Study (B&B:93/03), previously unpublished tabulation (September 2005).

Trends Summary1. Decreasing numbers of high school graduates in the

Midwest and Northeast2. Declining percentage of high school graduates

pursuing higher education directly out of high school3. Increasing numbers of freshmen choosing to start at

community colleges 4. Increasing diversity and financial need of future high

school graduates 5. Increasing dependence on student loans and a larger

percentage of household income needed to pay for college

6. Continued growth in the college student gender gap 7. Ongoing interest declines for non-biology STEM majors

SEM Strategies for Success

1. Increase the College Going Rate2. Increase Retention3. Reach-out Further4. Increase College Participation in Primary

Markets5. Look for Post Retirement Student

Opportunities - Certificate Programs6. Focus on Transfers from 2-year Colleges7. Further develop Graduate Outreach and

Graduate Certificate Programs

The Entire Campus Must be Engaged in the Solution

“Changing demographics is not simply an issue for enrollment managers—and enrollment managers cannot “do magic” to perpetuate the status quo.

Trustees, presidents, deans, faculty, and other administrators need to engage in some serious strategic planning to project manageable goals, not only from the institution’s perspective, but also from the perspective of providing access and opportunity to this new group of students.”

SOURCE: College Board. (2005). “The Impact of Demographic Changes on Higher Education”

A Significant Challenge

• Creating a unified SEM structure is complicated by the fact that the university is structured to be decentralized and protect academic units from environmental shifts (such as what occurs in enrollments).

• Most faculty do not know about (and even more do not understand the importance) of strategic enrollment management.

• The faculty need to know the difference!

Faculty SEM Needs• Faculty need information/data: start with

Deans/Chairs.EX: student demand for general education courses

• Help predict workload (# of student by program) • Admissions and Student Profile Trends: What are

their learning needs and classroom expectations? • What are issues with international recruitment and

admissions • Identification of roadblocks or obstacles keeping

students from graduating. • Effective recruiting strategies and the faculty’s role

• Reach out, invite, feed• Provide information:

– Understanding Current Students needs/activities (psychographics)

– Understanding “Helicopter” Parents

• Ask for Departments to determine their capacity to serve with current resources

• Ask for a desired student profile• GRAD PROGRAMS: Ask for preferred top 10

feeder schools

How to Engage Faculty

Student Services SEM Needs

Building the “Caring Campus” atmosphere depends on Student Services understanding of the students’ needs and the institution’s performance goals

• The Campus Visit’s impact on Recruitment

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

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

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

• Knowing new students’ previous co-curricular experiences in high school, at the community college, or through work.

SEM Professionals Use and SHARE Data

• Become a data expert• Translate the data into a form and with

messages attached that engage the interests of faculty and administrators

• Train your staff to use data and expect them to use it

• Share data and invite others to help you interpret it

Michael Hovland, 2006

Core SEM Reports

• Weekly “Funnel” Reports• Key Performance Indicators (KPIs)• Annual Environmental Scans & SWOT updates• New Student Profiles Prior to Start of Classes• Student Profile after Census Date• Admission Yield Reports by Major, Ethnicity,

Gender, Geography, Date of Application• Re-enrollment Reports by Ethnicity, Gender,

Geography, GPA, ACT/SAT Scores, HS GPA & Class Rank and Financial Income.

What do SEM Leaders Read?

In addition to ACT, College Board & AACRAO SEM publications…..

• Chronicle of Higher Education• Greentree Gazette• University Business• Inside Higher Ed (like Chronicle, but free) • ACT News You Can Use (www.act.org)• Google News Search: “University Enrollment”• Postsecondary Education OPPORTUNITY• State Economic & Demographic Reviews (OSEDA) • Anything by Michael Dolence, Tom Mortenson, Bob

Bontager, David Kalsbiek, Bob Sevier, Richard Whitesides, Bob Johnson, Stan Henderson, and Jim Black

• Much, much more

Strategic Enrollment Management Plan 2007-2011

• Increase Success of Students– Retention Rates– Graduation Rates

• Increase College Going Rate & Access1. Access & Affordability2. Pipeline of College Ready Students3. Strategic Partnerships4. Outreach/Education5. Scholarships

• Expanding Current Markets & Capturing New Markets1. Out-of-state students2. Transfer Students3. Female Students4. Underrepresented Minority Students5. International Students6. Graduate Students7. Nontraditional Students