Admission vs. Enrollment Management:

1
Admission vs. Enrollment Management Separate
but Equal? Shani Lenore-Jenkins, Assistant
Vice President of Enrollment Maryville
University in St. Louis, Missouri www.maryville.ed
u or 314-529-9300        Jay W. Goff, Vice
Provost and Dean of Enrollment Management Missouri
University of Science Technology Rolla,
Missouri www.mst.edu or 573-341-4378 NACAC 2008
- Seattle, Washington, USA
2

• If you dont know where youre going,
• any path will take you there.
• Sioux proverb

3
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
  Competitors Programs
• The Most Successful Retention Programs Clearly
  Address Students Needs and Regularly ENGAGE
  Students in Academic and Non-Academic Programs

4
Why Does Your Position Exist?
5
Are you an admission professional or an
enrollment management professional?
6
Admission Goals

• Recruitment, Profile and Processing Focused
• of inquiries from search process
• of campus visits telecounseling calls
• of qualified applications and enrollees
• of enrollees that fit desired student profile

7
Basic Admissions/Recruitment Funnel
8
Admissions/Recruitment Plan

• New Student Enrollment Goals
• Previous Recruitment Performance
• Market Assessment and SWOT Analysis
• Communication and Outreach Plan/Schedule
• What submarkets are being addressed by who, when
  and how
• Pre-College Activities (camps, visits, etc)
• Freshmen
• Transfers
• Graduate Students
• Sub-Markets traditional vs. non-traditional,
  campus vs. distance/on-line
• Special Degree or Certificate Programs

9
The Power of Alignment
NORMAL
Doing Well
IDEAL
10
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 institutions
  function and culture.
• Michael Dolence, AACRAO SEM 2001
• Research
• Recruitment
• Retention

11
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
12
Indiana University
13
Unite the Isolated

• SEM builds an organizational culture that
• better motivates staff and faculty collaboration,
  
• demonstrates a dedication to intelligent planning
  and strategy execution,
• promotes a stronger passion for academic and
  student success through shared governance
• embraces the regular use of solid analytical and
  data-driven skill-sets.

14
Pricing
Institutional Research
Strategic Planning
Admission Recruitment
Academic Policies
Housing
Alumni and Development
Teaching Learning
Mental Health Services
Campus Life
Social Support Programs
Assessment of Student Learning
Student Success
Academic Support Programs
Career Planning
Institutional Policies
External Engagement
Marketing
Institutional Effectiveness
Records and Registration
Financial Aid
Budgeting
Academic Programs
SOURCE Bob Wilkinson
15
What is included in a Comprehensive SEM Plan?

1. Strategic Framework Mission, Values, Vision
2. Overview of Strategic Plan Goals Institutional
   Capacity
3. Environmental Scan Market Trends Competition
   Analysis
4. Evaluation and Assessment of Position in Market
5. Enrollment Goals, Objectives, Assessment
   Criteria
6. Marketing and Communication Plan
7. Recruitment Plan
8. Retention Plan
9. Student Aid and Scholarship Funding
10. Staff Development and Training
11. Student/Customer Service Philosophy
12. Process Improvements and Technology System
    Enhancements
13. Internal Communication and Data Sharing Plan
14. Campus wide Coordination of Enrollment Activities

16
The enrollment plan serves as the road map for
achieving specific institutional goals, typically
connected to student body size, enrollment mix,
and revenue, while also providing specific
indicators on the effectiveness of the learning
environment.

• -Janet Ward, 2005

17
The Purposes of SEM are Achieved by

• Establishing clear goals for the number and types
  of students needed to fulfill the institutional
  mission
• Promoting students academic success by improving
  access, transition, persistence, and graduation
• Promoting institutional success by enabling
  effective strategic and financial planning

18
The Purposes of SEM are Achieved by

• Creating a data-rich environment to inform
  decisions and evaluate strategies
• Improving process, organizational and financial
  efficiency and outcomes
• Strengthening communications and collaboration
  among departments across the campus to support
  the enrollment program

19
What SEM is Not

• A quick fix
• An enhanced admission and marketing operation
• An administrative function separate from the
  academic mission of the institution
• Solely an organizational structure
• A financial drain on the institutional budget
• Net Revenue!

20
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

21
The Concept of Optimum Enrollment
Institutional Mission

• Academic profile

Physical Virtual Capacity
Degree Programs
Special Skills
Undergrad/ Grad
Ethnicity Gender
Residency Housing Capacity
Program capacity
22
Promoting Student SuccessThe Student Success
Continuum
Co-curricular support
Classroom experience
Recruitment / Marketing
Degree/goal attainment
Orientation
Students college career
Financial support
Academic support
Admission
Retention
23
The Student Success Continuum
Traditional Enrollment Perspective
Co-curricular support
Classroom experience
Recruitment / Marketing
Degree/goal attainment
Orientation
Students college career
Financial support
Academic support
Admission
Retention
24
The Student Success Continuum
The SEM Perspective
Degree/goal attainment
Co-curricular support
Classroom experience
Recruitment / Marketing
Orientation
Students college career
Financial Aid
Academic support
Admission
Retention
25
Moving toward Proactive Purposeful

• Veteran admissions and financial aid
  professionals have accumulated years of
  experience and often act instinctively with
  tactical approaches to recruitment and pricing
• Student affairs professionals understand the need
  to connect with students and frequently initiate
  new developmental programs to help them succeed
• But putting all of this together, while
  considering changing environments, internal
  realities, and external pressures, requires
  thoughtful planning, systems thinking, and
  careful analysis

25
26
Strategic Enrollment Management Planning Elements

• Constituents
• Academic Affairs
• Administrators
• Deans
• Chairs
• Faculty
• Student Affairs
• Fiscal/Business Affairs
• Students
• Alumni
• High Schools

• Planning Elements
• Mission
• Formal/Informal Expectations
• Philosophical Underpinnings
• SWOT
• Vision
• Goals
• Objectives
• Strategies
• Performance Indicators

26
27
A Significant Challenge

• Creating a unified SEM structure is complicated
  by the fact that the university is structured to
  be decentralized and protect academic units from
  environmental shifts (such as what occurs in
  enrollments).
• Most faculty do not know about (and even more do
  not understand the importance) of strategic
  enrollment management.
• All faculty, staff and alumni need to know the
  difference!

28
Core Objectives of SEM

• Make Enrollment Programs be Mission Driven
• Institutional Culture of Student Success
• Integrated in the Institutions 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

29
Tools Resources for the Transformation

• Data, Data, Data
• Strategic Plan
• Retention
• Financial Aid Leveraging
• Budget income streams, expenditures
• Market Analysis/Marketing
• Course Offerings capacity, scheduling,
  duplication, waitlists
• Institutional Policies and Procedures
• Key Performance Indicators
• Collaboration

30
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

31
SEMCASE STUDIES
32
Maryville University's Mission Enrollment
Challenges

• Define and Proclaim the Maryville Story
• Create an Engaging Campus Culture
• Build a Sustainable Environment
• Strengthen the Foundation of the University
• 3400 Total Students (2800 Undergrad, 600 Grad)
• Private Independent
• Commuter (1/3 live on campus)
• 70 Women, 30 Male

33
Maryville Universitys Focus on Brand Identity
34
Consistency, Consistency!
35
A New Brand Identity Campaign
36
What is Missouri ST?

• A Top 50 Technological Research University
• 6300 students 4900 Undergrad, 1400 Graduate
• 90 majoring in Engineering, Science, Comp. Sci.
• 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 Grad
• Ave. Starting Salary in 2008 56,000

• A Top 50 Technological Research University
• 6300 students 4900 Undergrad, 1400 Graduate
• 90 majoring in Engineering, Science, Comp. Sci.
• 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 Grad
• Ave. Starting Salary in 2008 56,000

• A Top 50 Technological Research University
• 6300 students 4900 Undergrad, 1400 Graduate
• 90 majoring in Engineering, Science, Comp. Sci.
• 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 Grad
• Ave. Starting Salary in 2008 56,000

37
Life as a National Outlier
Average enrollment is 6,457
Average enrollment is 5,615
38
WHY A NEW NAME for University of Missouri-Rolla?
effective Jan. 1, 2008

• WWW.MST.EDU

39
Missouri ST 90 Engineering, Science,
Computing Majors
40
Missouri ST Enrollment33 Growth since
2000Since 2004, 60 of Growth due to Retention
Increase
41
STUDENT RETENTION
Graduation Rates 2000 2005 General
Student Body 52 64
42
Undergraduate Demographics

• Average Age 21.6 years old
• Gender
• 23 Female
• 77 Male
• First Generation College Students
• 2005-06 37
• Residency
• Missouri Residents 76
• Out-State Students 22
• International 2
• Ethnicity
• African-American 4
• Asian-American 3
• Caucasian 83
• Hispanic 2

• From a Community lt40,000 55 approx.
• Average Family Income 72,000
• Average Indebtedness at Graduation
• 21,000 USD approx.
• High Financial Need (Pell qualifier) 24
• Freshmen with Credit Cards
• 24
• 6 arrive with over 1000 USD standing balance
• Students with PCs
• 94
• 70 laptops
• 7 Macs
• Students with Cell Phones

43
SEM at MISSOURI ST Record Setting Years
Enrollment By Ethnic Group Enrollment By Ethnic Group Enrollment By Ethnic Group Enrollment By Ethnic Group
American Indian/Alaskan Native American Indian/Alaskan Native American Indian/Alaskan Native American Indian/Alaskan Native 24 26 23 27 23 21 20 33 38
Asian-American Asian-American 127 128 137 151 142 158 198 198 56
Black, Non-Hispanic Black, Non-Hispanic Black, Non-Hispanic 168 197 213 230 218 237 245 271 61
Hispanic-American Hispanic-American 58 63 83 100 100 126 137 139 140
Non-Resident, International Non-Resident, International Non-Resident, International 590 723 819 749 600 565 585 619 5
Ethnicity Not Specified Ethnicity Not Specified Ethnicity Not Specified 171 179 209 253 298 253 250 242 42
White, Non-Hispanic White, Non-Hispanic White, Non-Hispanic 3,488 3,567 3,756 3,949 4,026 4,242 4,423 4,665 34
Total 4,626 4,883 5,240 5,459 5,407 5,602 5,858 6,167 33
BOLD Missouri ST Record High BOLD Missouri ST Record High BOLD Missouri ST Record High
2007 International Student Representation 2.6 of undergraduates, 2.5 of distance grad students, 53.3 of campus grad students 2007 International Student Representation 2.6 of undergraduates, 2.5 of distance grad students, 53.3 of campus grad students 2007 International Student Representation 2.6 of undergraduates, 2.5 of distance grad students, 53.3 of campus grad students 2007 International Student Representation 2.6 of undergraduates, 2.5 of distance grad students, 53.3 of campus grad students 2007 International Student Representation 2.6 of undergraduates, 2.5 of distance grad students, 53.3 of campus grad students 2007 International Student Representation 2.6 of undergraduates, 2.5 of distance grad students, 53.3 of campus grad students 2007 International Student Representation 2.6 of undergraduates, 2.5 of distance grad students, 53.3 of campus grad students 2007 International Student Representation 2.6 of undergraduates, 2.5 of distance grad students, 53.3 of campus grad students 2007 International Student Representation 2.6 of undergraduates, 2.5 of distance grad students, 53.3 of campus grad students 2007 International Student Representation 2.6 of undergraduates, 2.5 of distance grad students, 53.3 of campus grad students 2007 International Student Representation 2.6 of undergraduates, 2.5 of distance grad students, 53.3 of campus grad students 2007 International Student Representation 2.6 of undergraduates, 2.5 of distance grad students, 53.3 of campus grad students 2007 International Student Representation 2.6 of undergraduates, 2.5 of distance grad students, 53.3 of campus grad students
44
Geographic Distribution by Students Home States
WASHINGTON

• ALASKA

62
MAINE
NORTH DAKOTA
MINNESOTA
MONTANA
4
1
OREGON
VT
18
3
2
WISCONSIN
NH
5
13
IDAHO
12
SOUTH DAKOTA
MA
3
15
NEW YORK
5
CT
MICHIGAN
WYOMING
2
16
5
2
PENNSYLVANIA
IOWA
12
NEVADA
26
NEBRASKA
NJ
OHIO
43
IN
5
UTAH
ILLINOIS

18
15
10
395
WV
4
COLORADO
VIRGINIA
16
4
DC 2
KANSAS
20
12
MISSOURI
137
KENTUCKY
CALIFORNIA
4,321
17
NO. CAROLINA
59
TENNESSEE
5
59
ARIZONA
OKLAHOMA
ARKANSAS
NEW MEXICO
12
61
5
3
MS
GEORGIA
ALABAMA
8
11
12
LA
TEXAS
13
110
3
12
FL
All Students, Totals United States
5,605 Other
Countries 564 Total
6,167
HAWAII 1
Armed Forces Pacific Africa 3
PUERTO RICO 1
Note Geographic Origin is defined as student's
legal residence at time of original admission to
ST. Source Integrated Postsecondary Education
Data System (IPEDS) frozen files, end of 4th week
of classes. Revised 9-24-2007.
45
History of SEM

• The Age of Recruitment
• 1970s thru the mid 1980s Focus on increasing
  enrollment through enhanced recruiting models and
  the use of financial aid packaging and
  leveraging.
• Jim Black

46
Suspect
Who do we contact and are the specific activities
successful
Prospect
Who contacts us and do they become applicants
Applicant
Who do we convert to applicants
Recruitment
Who do we admit
Admitted
Enrolled
Who enrolls
Retention/Success
Graduate
Who is successful
Active Alumni
Who loves us
Post-Enrollment
SOURCE Bob Wilkinson
47
USING FUNNEL ANALYSISfor GOAL SETTING

• Prospects (10 inquire) 24,000
• Inquiries (30 apply) 2,400
• Applicants (80 admit) 825
• Admits (65 attrition) 685
• Enrollees (8 attrition) 270
• Matriculated
• Freshmen 250

48
History of SEM

• The Age of Structure
• Late 1980s thru 2005 Focus on increasing
  enrollment through enhanced recruiting models and
  the use of financial aid packaging and
  leveraging. However, the S.E.M. organizational
  structure becomes the focal point for
  implementation
• Jim Black

49
The Enrollment Management Organizational
Continuum, Jim Black, 2003, EM Structure
Whitepaper
50
History of SEM

• The Age of the Academic Context
• Focus on integrating S.E.M. models and involving
  the academic side of the organization. The focus
  is still on increasing enrollment through
  enhanced recruiting models and the use of
  financial aid packaging and leveraging coupled
  with establishing a S.E.M. organizational
  structure within the institution but there is now
  a recognition that academics are important.
• Stan Henderson

51
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52
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

53
Getting Started with SEM

• Fundamental steps to the development of a
  comprehensive recruitment and retention Plan
• Determine the institutions capacity to serve
  students by degree program and types of students
  (traditional, non-traditional, graduate, etc.)
• Establish Goals need to be agreed upon by all
  involved
• Formulate Strategies based on data
• 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)

54
SEM Success Innovation Models

• RETENTION PLAN Syracuse Univ., Youngstown State
  U
• RECRUITMENT PLAN University of Nebraska
• FINANCIAL AID Muhlenberg College
  http//www.muhlenberg.edu/admissions/aid.html
• STRUCTURE RESPONSIBILITIES Univ of Cincinnati
• ENVIRONMENTAL SCAN Slippery Rock University
• BRANDING Washington State University
• CAMPUS VISIT Ferris State University
• ORIENTATION Missouri University of Science
  Technology
• CO-OP/INTERNSHIPS WPI
• Learning Disabled Southern Illinois Univ
  Carbondale
• Supplemental Instruction Univ of Missouri
  Kansas City

55
Cross-Campus Enrollment Development Team

• Faculty from each division
• Admissions
• Registrar
• Financial Aid
• Campus Housing
• Student Activities
• Counseling Center
• Orientation
• Teacher Training Director
• Faculty Senate Leaders

• Execs Academic, Student Enrollment Affairs
• Advising
• Info Tech
• Institutional Research
• Minority Programs
• International Affairs
• Cashier/Billing
• Pre-College Programs
• Reporting Services

NOTE The EDT does not replace the campus
recruitment and retention committees
56
Research Plan How Data Is Used InStrategic
Enrollment Management

1. To improve retention
2. To build relationships with high schools and
   community colleges
3. To target admissions efforts and predict
   enrollments
4. To recommend changes to admissions policy
5. To examine issues of how best to accommodate
   growth
6. To improve the educational experience of students
7. To identify needs of unique student groups
8. To project and plan for student enrollment
   behavior
9. To determine financial aid policies
10. To assess student outcomes

57
Todays 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

58
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

59
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.

60
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)

61
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

62
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

63
US StudentEnvironmental Scan
64
Future Students Demographic and Population
Changes

• Fewer first-time, traditional students in the
  overall pipeline until between 2015 -- while
  older population is growing
• More students of color
• More students of lower socioeconomic status
• More students unprepared college level work

WICHE, Knocking on Colleges Door, 2003 2008
65
Factors Most Noted in Choosing a College

• Majors Career Programs Offered
• Location/Campus Characteristics
• Cost/Affordability
• Campus Size/Safety
• Characteristics of Enrolled Students
• Selectivity

66
Labor Demand vs. Student Interests

• Source U.S. Department of Labor, Bureau of
  Labor Statistics, www.bls.gov/emp/home.htm

67
New Students Intended Major 1976-77 to 2006-07
SOURCE CIRP
College Board, 2007
68
Student Interest Trends in Engineering
(lt5)
SOURCE ACT 2004, Engineering Workforce Study
69
Some Trends that have not Changed The Golden
Circle for Recruitment 70 enroll within 140
miles of home 80 enroll in home state
SOURCE STAMATS Teen Talk, 2005 Chronicle of
Higher Education 2007 Alamenac
70
In-state vs. out-of-state freshmen recruitment
funnel ratios
SOURCE Noel Levitz 2006 Admissions Funnel Report
71
SOURCE College Board, 2007
72
Constant Growth in One Demographic Market
Adults Over 60
SOURCE US Census Bureau
73
WICHE, 2008
74
National vs. Regional Trends
WICHE, 2008
75
SOURCE US Dept. of Education 2005
76
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 517 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 2005101), 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.
77

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 2004010), 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.
78
SOURCE http//www.postsecondary.org/archives/Post
ers/192Chart1.pdf
79
COLLEGE COST COMPARISON
SOURCE The College Board 2006, MAP TIME,
November 6, 2006
80
Student Success Trends
SOURCE ACT, 2007
81
SOURCE ACT, 2007
82
Financial considerations the most common reason
for leaving college
SOURCE ELS2002 A First Look at the Initial
Postsecondary Experiences of the High School
Sophomore Class of 2002 (National Center for
Education Statistics)
83
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.
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Female Enrollments Exceed 57 of All College
Students
SOURCE NCES, The Condition of Education 2006,
pg. 36
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SOURCE ACT
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Top Twenty Graduate Degrees Searched for on
gradschools.com since 2004

• 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

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

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HIGHEST ADVANCED DEGREE ATTAINED Percentage of 199293 bachelors degree recipients who had earned an advanced degree by 2003, by bachelors degree field of study and highest degree attained
                                                                                                                              
Rounds to zero.
NOTE Masters degrees include students who earned a post-masters 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 (BB93/03), previously unpublished tabulation (September 2005).
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National Trends Summary

• Decreasing numbers of high school graduates in
  the Midwest and Northeast
• Declining percentage of high school graduates
  pursuing higher education directly out of high
  school
• Increasing numbers of freshmen choosing to start
  at community colleges
• Increasing diversity and financial need of future
  high school graduates
• Increasing dependence on student loans and a
  larger percentage of household income needed to
  pay for college
• Continued growth in the college student gender
  gap
• Ongoing interest declines for non-biology STEM
  majors

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SEM Strategies for Success

1. Increase Student Retention
2. Reach-out Further in Student Markets
3. Increase College Participation in Primary Markets
4. Look for Post Retirement Student Opportunities -
   Certificate Programs
5. Focus on Transfers from 2-year Colleges
6. Further develop Graduate Outreach and Graduate
   Certificate Programs

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The Entire Campus Must be Engaged in the Solution

• Changing demographics is not simply an issue for
  enrollment managersand 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 institutions 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

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Additional SEM Professional Development

• AACRAOs Annual SEM Conference
• November 16-19, Anaheim, California
• www.aacrao.org
• EPIs Fall Leadership Institute A Focuson
  Student Success and SEM
• October 23-25, Tucson, Arizona
• www.educationalpolicy.org

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QUESTIONS?