SEM 2008 Closing Seminar:
Experienced SEM
Professionals Discussion
Jay W. Goff
Missouri University of Science & Technology
Rolla, Missouri, USA
http.//enrollment.mst.edu
1-573-341-4378
SEM in ACTION:
Why Change the University Name?
“Missouri S&T will better define the university as a leading technological
research university. We believe the new name will help to differentiate this
university in a highly competitive university market and provide a national
competitive advantage.”
Dr. John F. Carney, III
Missouri S&T Chancellor
Rolla, Missouri
“The Middle of Everywhere”
Missouri S&T……
• A Top 50 Technological Research University
• 6300 students: 4900 Undergrad, 1400 Graduate
• 90% majoring in Engineering, Science, Comp.
Science
• Ave. Student ACT/SAT: upper 10% in nation
• +60% of Freshmen from upper 20% of HS class
• 20% Out of State Enrollment
• 96% 5 Year Average Placement Rate within 3
months of Graduation
• Ave. Starting Salary in 2008: +$55,000
Starting Salaries
Undergraduate
Graduate
2003
$ 47,305
$ 52,744
2004
$ 46,567
$ 52,945
2005
$ 49,181
$ 53,042
2006
$ 51,059
$ 58,120
2007
$ 53,669
$ 62,751
2008
$ 55,975
$ 63,640
Advance SEM Topics
•
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•
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•
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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. nontenure 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 enrollmentrelated 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
•
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•
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•
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The Major Demographic Shift is Underway
Social Networks
CRM
STEM interest issues
Stronger alignments with industry
Finding new markets
Graduate and Certificate Programs
Retention Issues
• The new unified benchmark?
• Advantage of Tenured vs. Non-Tenured
Faculty?
• Impact of Financial Aid
• SES Impact
• Engagement
• Impact of Greater Public Awareness:
www.collegeresults.org
Research Plan: How Data Is Used In
Strategic Enrollment Management
1.
To determine institutional capacity
2.
To improve retention
3.
To build relationships with high schools and community colleges
4.
To target admissions efforts and predict enrollments
5.
To recommend changes to admissions policy
6.
To examine issues of how best to accommodate growth
7.
To improve the educational experience of students
8.
To identify needs of unique student groups
9.
To project and plan for student enrollment behavior
10.
To determine financial aid policies
11.
To assess student outcomes
Indiana University
SEM Operational Definition
• Strategic enrollment management (SEM) is an
institution's program to shape the type and size of its
student body in accordance with its educational mission
and fiscal requirements.
• ALIGNMENT: SEM centers on the integration and
improvement of traditional student services, such as
recruitment, admissions, financial aid, registration,
orientation, academic support, and retention. It is
informed by demographic and institutional research, and
advanced by media messages and public relations.
Ideally, SEM embraces all departments and functions in
a comprehensive framework to best serve the student
and hence the institution.
• Jim Black, 2003, AACRAO SEM
Traditional Core SEM Activities
• Determining, Achieving and Maintaining Optimum
Enrollment
• Establishing Clear Enrollment Goals
• Projecting Future Enrollments
• Promoting Student Success
• Enabling the Delivery of Effective Academic
Programs
• Generating Tuition
• Enabling Financial Planning
• Increasing Organizational Efficiency
• Improving Service Levels
Core Objectives of SEM
•
•
•
•
•
•
•
Make Enrollment Programs be Mission Driven
Institutional Culture of Student Success
Integrated in the Institution’s Strategic Plan
Involves Everyone at the Institution
External Partnerships
Assess and Measure Everything
Clear Enrollment Goals Based on Institutional Capacity
and Plan
• Maintain Appropriate Academic Programs
• Creativity and Look Outside of Higher Education for
Best Practices
• Appropriate Utilization of Technology to Enhance
Service
The IHC Orientation to SEM
Institutions embracing SEM must start with:
• Organizational Structure
• Philosophical Orientation (Academic vs. Student Affairs)
• IHC Positioning cannot happen until the first
two are established.
SEM helps Define and Refine
Institutional Vision
• Forces institutions to clarify their Market Position
• Builds a comprehensive enrollment management plan
• Focuses on strategies that will ensure colleges or
universities define and meet their objectives
• Engages students using creative recruitment, marketing,
and retention strategies
• Forges dynamic alliances across administrative
departments including- Marketing, Admissions,
Registration, Financial Aid, Student Services,
Recruitment, Retention, Orientation, Academic Support,
and Information Services
– AACRAO SEM 2003
Common Goals of SEM
• Stabilize, Growing, or
•
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 U
RECRUITMENT PLAN: University of Nebraska
FINANCIAL AID: Muhlenberg College
http://www.muhlenberg.edu/admissions/aid.html
STRUCTURE & RESPONSIBILITIES: Univ of Cincinnati
ENVIRONMENTAL SCAN: Slippery Rock University
BRANDING: Washington State University
CAMPUS VISIT: Ferris State University
ORIENTATION: Missouri Univ. of S&T
CO-OP/INTERNSHIPS: WPI
Learning Disabled: Southern Illinois Univ – Carbondale
Supplemental Instruction: Univ of Missouri – Kansas City
The Power of Alignment
Getting Started with SEM
The following four steps are fundamental to the development
of a comprehensive recruitment and retention Plan
1. Determine the institution’s capacity to serve students by
degree program and types of students (traditional, nontraditional, graduate, etc.)
2. Establish Goals: need to be agreed upon by all involved
3. Formulate Strategies based on data
4. Develop action plan with tactics and an operational
calendar:
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–
–
–
–
What exactly is going to be done
When will it be completed
Who is responsible
How much will it cost
How will you know if it has been accomplished (evaluation)
Classroom Utilization
Classroom Utilization by Hour for Fall Semester 2007
100%
96%
97%
96%
Mon - Wed - Fri
90%
86%
85%
Tues - Thurs
88%
81%
80%
78%
70%
67%
64%
60%
62%
60%
58%
Percentage
56%
50%
41%
40%
42%
40%
30%
30%
27%
23%
21%
20%
18%
10%
16%
15%15%
8%
0%
8:00 AM
9:00 AM
10:00 AM 11:00 AM 12:00 PM
1:00 PM
2:00 PM
Time
3:00 PM
4:00 PM
5:00 PM
6:00 PM
7:00 PM
8:00 PM
1982-2006 Room Utilization Comparison
100
90
80
& Utilization
70
60
1982
1995
50
2001
2006
40
30
20
10
0
7:00
8:00
9:00
10:00
11:00
12:00
1:00
2:00
Time Period
3:00
4:00
5:00
6:00
7:00
8:00
What is included in a
Comprehensive SEM Plan?
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Strategic Framework: Mission, Values, Vision
Overview of Strategic Plan Goals & Institutional Capacity
Environmental Scan: Market Trends & Competition Analysis
Evaluation and Assessment of Position in Market
Enrollment Goals, Objectives, & Assessment Criteria
Marketing and Communication Plan
Recruitment Plan
Retention Plan
Student Aid and Scholarship Funding
Staff Development and Training
Student/Customer Service Philosophy
Process Improvements and Technology System Enhancements
Internal Communication and Data Sharing Plan
Campus wide Coordination of Enrollment Activities
Benchmarking
•
•
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•
•
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•
Determine Competitors & Comparators
www.collegeresults.com
College Board: Institutional Comparison
US News (United States)
McCleans (Canada)
Higher Ed Times (Great Britain)
Shanghi Jiaotong (China)
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
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BENCHMARKING
RESOURCES
www.act.org (retention study and tracking charts, labor and education
policy/tends)
www.ama.com (marketing trends and applications)
www.collegeboard.org (student psychographics
www.collegeresults.org (four-year retention benchmarking)
www.educationalpolicy.org (retention calculator)
www.nces.gov (2007 Digest of Education Statistics)
www.higheredinfo.org (college participation rates)
www.noellevitz.com (funnel analysis)
www.stamats.com (teen and parent trend analysis)
www.wiche.org (student projections)
www.educationtrust.org (k-18 environmental scans and best practices)
www.lumina.org (k-18 research and public policy analysis)
www.greentreegazette.com (higher education issues and news)
www.pewinternet.org (communication and internet trends)
www.postsecondary.org (education trends and issues reports)
www.communicationbriefings.com (tactics and analysis)
Chronicle of Higher Education August Almanac
Recruitment and Retention in Higher Education
Recruitment Plan
• What submarkets are being addressed by
who, when and how
• Pre-College Activities (camps, visits, etc)
• Freshmen
• Transfers
• Graduate Students
• Sub-Markets: traditional vs non-traditional
• Special Degree or Certificate Programs
Environmental and
Market Trend Scans
Over 4200 Colleges & Universities:
Heavy Competition for Students
Number of Colleges and Universities
SOURCE: U.S. Education Department
http://chronicle.com Section: The 2007-8 Almanac, Volume 54, Issue 1, Page 8
Undergraduate Enrollment by
Attendance Status 1986-2016
12,000,000
10,333,000
10,000,000
9,009,000
8,000,000
7,169,000
6,348,000
6,259,000
5,618,000
6,000,000
5,094,000
4,271,000
4,000,000
2,000,000
0
8586
88
90
92
94
96
98
00
02
04
06
08
10
12
14
1516
College Board, 2007
Full-time
Part-Time
Source: U.S. Department of Education
WICHE, 2008
National vs. Regional Trends
WICHE, 2008
College Going Rate Continues to Decline
WICHE, 2008
Factors Most Noted in
Choosing a College
•
•
•
•
•
•
Majors & Career Programs Offered
Location/Campus Characteristics
Cost/Affordability
Campus Size/Safety
Characteristics of Enrolled Students
Selectivity
National Student Success Trends
ACT, 2007
Financial considerations the most common
reason for leaving college
Financial reasons
40%
Other
35%
Family responsibilities
30%
Class not available / scheduling
inconvenient
Dissatisfaction with program / school /
campus / faculty
25%
20%
Completion of degree / certificate
15%
Academic problems
10%
Finished taking desired classes
5%
Personal health reasons
0%
Reasons for discontinuing
postsecondary education
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)
FS2007 First Time College Domestic Enrollment Yield
FS07 First Time College Enrollees (1040)
FS07 First Time College Admits (2154)
FS07 First Time College Applicants (2305)
FS07 First Time College Inquiries (9629)
SOURCE: US Dept. of Education 2005
Future Students: Demographic
and Population Changes
• Fewer first-time, traditional students in the
overall pipeline until between 2015 -- while older
population is growing
• More students of color
• More students of lower socioeconomic status
• More students unprepared college level work
WICHE, 2003 & 2008
NATIONAL Shift Impacts on Higher
Education
1. Nationally, in 2009-10 the number of high
school graduates will begin a gradual decline.
2. The proportion of minority students is
increasing and will account for about half of
school enrollments within the next decade.
3. High school graduates in the future will include
higher percentages from families with low
incomes.
Knocking at the College Door: Projections of High School
Graduates by State, Income, and Race/Ethnicity,
WICHE 2008.
Labor Demand vs. Student Interests
Source: U.S. Department of Labor, Bureau of Labor Statistics,
www.bls.gov/emp/home.htm
New Students’ Intended Major
1976-77 to 2006-07
28%
21%
14%
7%
0%
Business
College Board, 2007
Engineering
Education
76-77
Biological
Sciences
86-87
Computer
Science
96-97
Social
Sciences
06-07
Art, Music,
Drama
Health
Professions
SOURCE: CIRP
20,000 Fewer Potential Engineering Majors
College Bound ACT Tested Students Interested in Any Engineering Field
70000
65000
60000
55000
50000
45000
40000
> 5%
1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007
Number 63653 66475 67764 64571 64937 63329 63601 65329 65776 61648 54175 52194 51445 48438 45049 42738 43198
SOURCE: ACT
Missouri’s 2004-05 Student
Funnel for All Engineering Fields
• High School Seniors:
61,378
• High School Graduates:
57,573
• ACT Testers/College Bound:
42,862
• Any Engineering Interest, all scores:
1,599
• Engineering Interest, +21 comp. score:
1,102
(21 = MO average score / 50%)
In-state vs. out-of-state freshmen
recruitment funnel ratios
SOURCE: Noel Levitz 2006 Admissions Funnel Report
SOURCE: College Board, 2007
Constant Growth in One Demographic Market: Adults Over 60
SOURCE: US Census Bureau
PARTICIPATION IN REMEDIAL EDUCATION: Percentage of
entering freshmen at degree-granting institutions who enrolled
in remedial courses, by type of institution and subject area:
Fall 2000
NOTE: Data reported for fall 2000 are based on Title IV degree-granting institutions that enrolled freshmen in 2000. The categories used for analyzing these data include public 2year, 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
-6
-9.8
-9.3
-9.3
-8.9
-9
-8.2
-8.0
-7.4
-7.0
-7.0
-6.9
-6.8
-6.7
-6.5
-6.3
-6.2
-5.9
-5.8
-5.8
-5.7
-5.7
-5.7
-5.6
-5.6
-5.3
-5.2
-5.2
-5.1
-4.8
-4.8
-4.8
-4.4
-4.4
-4.3
-4.3
-4.2
-4.2
-3.9
-3.8
-3.3
-3.0
-2.9
-2.8
-2.3
-2.1
-1.6
-1.0
-1.0
-0.5
-3
Alabama
Louisiana
Mississippi
Tennessee
Nevada
Texas
Oregon
Washington
Missouri
South Dakota
South Carolina
Idaho
Florida
North Carolina
Indiana
Iowa
California
New Mexico
Utah
Montana
United States
Rhode Island
Alaska
Pennsylvania
Illinois
Hawaii
Georgia
New York
Arizona
Michigan
Kentucky
West Virginia
Colorado
Minnesota
Oklahoma
Nebraska
Virginia
Arkansas
Kansas
Connecticut
North Dakota
Ohio
Vermont
Wisconsin
Massachusetts
Maryland
Maine
New Jersey
Delaware
New Hampshire
0
-10.7
-10.5
-12
Source: NCHEMS; Don Boyd (Rockefeller Institute of Government), 2005
College Board, 2007
College Board, 2007
Female Enrollments Exceed 57% of All College Students
SOURCE: NCES, The Condition of Education 2006, pg. 36
NATIONWIDE HS SENIORS ACT TESTED 2001-2007
1400000
1200000
1000000
800000
All Students
Female
Male
600000
400000
200000
0
2001
SOURCE: ACT EIS
2002
2003
2004
2005
2006
2007
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.
2.
3.
History
Physical Therapy
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 Summary
1.
2.
3.
4.
5.
6.
7.
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
SEM Strategies for Success
1.
2.
3.
4.
Increase the College Going Rate
Increase Retention
Reach-out Further
Increase College Participation in Primary
Markets
5. Look for Post Retirement Student
Opportunities - Certificate Programs
6. Focus on Transfers from 2-year Colleges
7. Further develop Graduate Outreach and
Graduate Certificate Programs
The Entire Campus Must be
Engaged in the Solution
“Changing demographics is not simply an issue for
enrollment managers—and enrollment managers
cannot “do magic” to perpetuate the status quo.
Trustees, presidents, deans, faculty, and other
administrators need to engage in some serious
strategic planning to project manageable goals,
not only from the institution’s perspective, but
also from the perspective of providing access and
opportunity to this new group of students.”
SOURCE: College Board. (2005). “The Impact of Demographic Changes on Higher Education”
A Significant Challenge
• Creating a unified SEM structure is complicated
by the fact that the university is structured to be
decentralized and protect academic units from
environmental shifts (such as what occurs in
enrollments).
• Most faculty do not know about (and even more
do not understand the importance) of strategic
enrollment management.
• The faculty need to know the difference!
Faculty SEM Needs
• Faculty need information/data: start with
Deans/Chairs.
EX: student demand for general education
courses
• Help predict workload (# of student by program)
• Admissions and Student Profile Trends: What are
their learning needs and classroom expectations?
• What are issues with international recruitment and
admissions
• Identification of roadblocks or obstacles keeping
students from graduating.
• Effective recruiting strategies and the faculty’s role
How to Engage Faculty
• Reach out, invite, feed
• Provide information:
– Understanding Current Students needs/activities
(psychographics)
– Understanding “Helicopter” Parents
• Ask for Departments to determine their
capacity to serve with current resources
• Ask for a desired student profile
• GRAD PROGRAMS: Ask for preferred top 10
feeder schools
Student Services SEM Needs
Building the “Caring Campus” atmosphere depends on Student Services
understanding of the students’ needs and the institution’s performance goals
•
The Campus Visit’s impact on Recruitment
•
Retention implications: Outside of the classroom, largest interaction with
students
•
Learning New Students’ Profile and College Expectations and Needs for
Outside of Class and best matching the campus services…plus dealing with
Helicopter Parents 
•
Understanding how to serve the Needs of Institution’s Targeted Student
Markets
•
Knowing new students’ previous co-curricular experiences in high school, at
the community college, or through work.
SEM Professionals
Use and SHARE Data
• Become a data expert
• Translate the data into a form and with
messages attached that engage the
interests of faculty and administrators
• Train your staff to use data and expect
them to use it
• Share data and invite others to help you
interpret it
Michael Hovland, 2006
Core SEM Reports
•
•
•
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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…..
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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
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Increase Success of Students
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Increase College Going Rate & Access
1.
2.
3.
4.
5.
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Retention Rates
Graduation Rates
Access & Affordability
Pipeline of College Ready Students
Strategic Partnerships
Outreach/Education
Scholarships
Expanding Current Markets & Capturing New Markets
1.
2.
3.
4.
5.
6.
7.
Out-of-state students
Transfer Students
Female Students
Underrepresented Minority Students
International Students
Graduate Students
Nontraditional Students