Prince William Sound Community College
Strategic Enrollment Management Plan
2006-09
Prince William Sound Community College
Strategic Enrollment Management Plan
Table of Contents
Executive Summary…………………………………………….3
Introduction……………………………………………………….4
PWSCC Student Credit Hour Performance
Projection…………………………………………………………..5
Campus Profile……………………………………………………5
Culture of Responsibility……………………………………….6
Student Responsibility………………………………….6
Faculty Responsibility…………………………………..8
Staff Responsibility………………………………………8
College Responsibility…………………………………..8
Priority. Improve Enrollment Management……………..9
Goal 1. Increase Student Enrollments……………9
Goal 2. Improve Student Retention……………..11
Goal 3. Increase Student Graduation/
Completion Rates……………………….…..12
Goal 4. Improve Marketing of Programs……….14
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Executive Summary
Under the rubric of Enrollment Management there are a number of interrelated
components that are of significant importance to most, if not all institutions of
higher learning. In its purest sense those components include Projections
(enrollment, retention rates, graduation rate); Marketing (target market
segmentation, and direct marketing to prospective student pools); Recruitment,
Admission; Retention-to-Graduation and Alumni Relationship Building. Each of
the aforementioned components, are at times impacted by any of a number of
internal and external environmental factors (such as available prospect pool,
campus infrastructure, curricular and co-curricular issues.) Some of these factors
are within our ability to directly control, while others are controlled only by
indirect means (e.g. criteria we use to scholarship students). Our ability, here at
Prince William Sound Community College to recognize and respond to those
varying impact factors will be a major determinant in how successful we are at
strategically managing our future enrollments.
An enrollment plan, by definition, is a set of clear and unambiguous goals with
associate strategies and activities that, when taken in totality, lead to the
achievement of the enrollment programs’ goals. The plan establishes the
direction for the enrollment enterprise during the time period set for the
completion of these goals. Further it establishes, in advance, responsibilities,
resources required, timetable, and method of evaluation, thus facilitating control
of the process.
What is envisioned here is a continuous process that while yielding results, is
ever changing. The proof of our success according to noted retention researcher
Lee Noel, is the reality that the “success of our institution and the success of our
students are inseparable”.
An increase in the Size and Diversity of the Student Body is a paramount goal of
this plan. The increase of Efficiency and Productivity of Marketing, Recruiting
and Retention activities closely follows.
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Introduction
In the mid 1970’s, projections of declining enrollments led colleges and
universities to search for new ways to attract and retain students. Marketing
became accepted as a part of admissions. Recruitment practices and retention
activities were developed by faculty and staff committees, often in isolation from
research and student support programs.
By 1980, it was realized by a number of institutions that attracting and retaining
students required the sustained and systematic use of institutional resources.
Research data and the activities of a variety of academic, administrative and
student affairs units needed to be coordinated to address enrollment concerns
effectively. Thus, by the mid 1980’s, the term “enrollment management”
became associated with an integrated systems approach to influencing the size,
shape and a characteristic of the student body. The process of enrollment
management now includes the direction of much diverse institutional efforts as
marketing, admissions, financial aid, academic planning, scheduling and
registration. “In addition, the process exerts a significant influence on academic
and career advising, the institutional research agenda, orientation, retention
studies, and student services.” (Hossler, 1984)
While the goals of enrollment management may be limited to influencing the
characteristics and size of the student body, the activities are broad in scope.
Implementation requires a campus-wide effort and sensitivity by senior-level
policy makers to all factors that influence student enrollments. All personnel at
Prince William Sound Community College must play a part, and the objective for
each part must be congruent with the institution’s strategic plan.
Enrollment is the lifeblood of any institution of higher education and retention is
a vital component and indicator of institutional performance and success. Prince
William Sound Community College’s retention history is much like the tidal flows
in Prince William Sound itself; a series of ebbs and flows. The college’s
enrollment statistics very much mirror the population increases and declines of
the cities and communities that we serve.
Successes in enrollment growth and increased retention are a product of
planning, assessment, and accountability. The State of Alaska and the University
of Alaska recognizes the importance of planning, requiring all institutional
presidents or directors address this issue through the submission of a Strategic
Enrollment Management Plan.
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PWSCC Student Credit Hour Performance Projection
Baseline
FY 04
11,284
FY05
FY06
11,058
11,390
Projection Projection Projection
FY07
FY08
FY09
11,732
12,201
12,684
Assessment and accountability are important measures of performance, but the
real significance of retention is in the lives of our students and their continued
progress in achieving their educational and life goals. Students, particularly
those enrolled in community colleges, have made commitments and sacrifices to
further their education. As a student centered and learning centered institution,
PWSCC is committed to promoting and assisting our students in achieving their
goals. Our retention efforts are designed to encourage and support these lifeenhancing activities and opportunities.
Campus Profile
Prince William Sound Community College, part of the University of Alaska
Statewide System, was established in 1978 and accredited by the Northwest
Commission of Colleges and Universities in 1989. Accreditation was reaffirmed in
1994 and 2004. Prince William Sound Community College has its main campus
in Valdez, with extension campuses in Cordova and Copper Basin. Located in
southcentral Alaska, PWSCC serves more than 44,000 square miles
(approximately the size of the state of Ohio).
Prince William Sound Community College currently offers the following degrees
and certificates:
Associate of Arts (AA)
Computer Information and Office
Systems (AAS)
Disability Services: Community Support
Emphasis (AAS)
Disability Services: Educational Support
Emphasis (AAS)
Disability Services: Speech-Language
Support Emphasis (AAS)
Human Services (AAS)
Industrial Technology: Electrical Power
Generation (AAS)
Industrial Technology: Millwright (AAS)
Industrial Technology: Oil Spill
Response (AAS)
Industrial Technology: Safety
Management (AAS)
Theatre Degree (AAS)
Disability Services (Certificate)
Electrical Power Generation
(Certificate)
Computer Information and Office
Systems (Certificate)
Oil Spill Response (Certificate)
Safety Management (Certificate)
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Culture of Responsibility
The context of enrollment management/retention at Prince William
Sound Community College
Prince William Sound Community College maintains an “open admission” policy
to all applicants who hold an official high school diploma, GED, or home school
certificate. Official diplomas are defined as those earned from any state high
school or academy in the United States that is accredited by a regional
accrediting association or approved by a state department of education or state
university. Transfer students with a 2.0 GPA who are in good academic standing
with their previous university or college can also be admitted. Since we have an
“open admission” policy, students who would not be admitted to a four-year
university have the opportunity to attend college at PWSCC and to become
successful students. With our “open admission” policy, the college admits
increasing numbers of students who are not adequately prepared in critical
subject areas such as math and English. We often see students who may take a
course for personal enrichment of job training skills. Between enrolling students
who are “at risk” academically and those who are only taking a course here and
there, PWSCC faces a different enrollment management/ retention challenge
than those of University of Alaska Anchorage or at University of Alaska Fairbanks.
Retention and graduation rates have complex sources and not all these sources
are controllable by the college. PWSCC regards enrollment management/
retention as a college-wide issue, not just a committee or individual department
issue. Enrollment Management/Retention is a responsibility of each and every
college staff and faculty member and they must commit to developing a culture
of responsibility among the entire campus community.
Student Responsibility
Students are responsible for entering PWSCC with the requisite preparation.
Students should prepare themselves for college early on in their public school
years. Once enrolled at PWSCC, students should seek the resources they need
to become successful students. They should understand the commitment they
make, whether they sign up for one class or five. Vital to student success is
course attendance, appropriate study, and timely assignment completions.
Students must realize that they are responsible for monitoring their own
academic progress by meeting with instructors and academic advisors
periodically. Student involvement in PWSCC activities and student organizations
encourages student support of the institution.
Two current students who exemplify the acceptance of responsibility at PWSCC
are Virginia Kelly and Angie Floyd
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Virginia Kelly
Graduate of Emmonak High School (1985)
G.P.A. 4.00 – Computer Office Information
Systems Major
Mother of 3 who all reside in the on-campus
residence halls with her.
PWSCC involvements: Phi Theta Kappa and
the Multi-Cultural Club
“The faculty and staff have made
PWSCC a wonderful place for me to go to college. Some of the
classes have been hard, they have made me think. I wouldn’t
change a thing.”
Angie Floyd
Graduate of Northridge High School
(Colorado) (2004)
G.P.A. 3.91
Associate of Arts
PWSCC Involvements: Phi Theta Kappa and
Resident Assistant in the Residence Halls and
also works at the Student Help Desk.
“When I first called PWSCC, I was
greeted by a friendly voice (Kathy
Rarey) in Student Services. Her
assistance throughout the admissions process combined with no outof-state tuition made the choice an easy one.”
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Faculty Responsibility
Faculty members are the most important people in our commitment to retention
because faculty see students on a regular basis. Faculty must establish a rapport
with students as soon as possible because the single most important retention
strategy is when at least one person takes a personal interest in a student.
Faculty at PWSCC are responsible for providing courses of study that prepare the
students for a future career, advanced courses, or simply to “learn to think.”
Staff Responsibility
College support staff is responsible for the retention of students on many levels,
from providing clean classrooms to assisting in academic and personal decision
making. Ongoing customer service training, technical training, and staff
development for college support staff are important links to the overall college
commitment to retention.
College Responsibility
The College is responsible for informing the community about educational
opportunities at PWSCC through recruitment and advertising. The College is
responsible for maintaining excellent advising, financial aid, and admissions
services. The College is responsible for providing suitable curriculum for the
community, opportunities for students to complete degrees or certificates in a
timely manner, and efficient, effective support services. The College has a
responsibility to recognize faculty and staff commitment to student retention and
a budget a line-item for retention items.
Enrollment Management strategies should include:
 Recruitment (includes but is not limited to)
o High school articulation
o High school matriculation
o Feedback to high schools on student performance
o Faculty in various disciplines involved in outreach
o College sponsored campus events
o Summer bridge
 Number of Course Sections Offered
o Sufficient sections offered to facilitate program completion
o Enough basic skills classes
 Class Size
 Calendar Issues
o Class start date
o Late Start classes
 Class Cancellation
o Low-enrollment classes are often needed for program completion
and should be protected from blanket cancellation policies
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

o Budgeting should be sufficiently flexible so money can be shifted
when necessary
o If a course is canceled students should have the opportunity to
enroll in other sections that fit their schedules
o Class cancellation policies should be written
Retention Strategies
o Imposition of prerequisites
o Assessment and placement
o Academic advising and counseling
o Maintaining a supportive class environment
Persistence Strategies
o Schedule alignment for sequential courses
o Informing students of subsequent courses
o Organizing students into cohorts based on similar academic goals
o Offering full complement of support services (counseling, tutoring)
Assessment and accountability are important institutional measures of
performance, but the real significance of retention is in the lives of our students
and their continued progress in achieving their educational and life goals.
Students, particularly those enrolled in community colleges, have made
commitments and sacrifices to further their education. As a student centered
and learning centered institution, PWSCC is committed to promoting and
assisting our students in achieving their goals. Our enrollment management
efforts are designed to encourage these life-enhancing activities and
opportunities.
PRIORITY. Improve Enrollment Management
a. Goal 1. Increase student enrollment - PWSCC’s
recruitment success depends on identification of an
adequate number of students, the initiation of a relationship
with those students, and a cultivation of those most likely to
enroll and register for classes. To be responsible to our
prospective students, we must ensure that our
communication process is thorough without being
redundant or contradictory. We must have the personnel
and the resources available to adequately follow up on all
referrals and requests for information, and we must
establish a recruitment contact for all those students who
visit the PWSCC campus for events and programs like the
Last Frontier Theatre Conference and College Life 101.
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Objective 1. Increase annual FTE through an increase of full-time as well as parttime students. Goal of 5% increase of full-time students per year for the next
three years.
Full Time Students 2000 - 2006
120
100
80
Fall
Spring
60
40
20
0
2000-01
2001-02
2002-03
2003-04
2004-05
2005-06
2006-07
Objective 2. Increase full-time Native Alaska student enrollments by
25% over the next three-year period. PWSCC currently serves the highest
percentage of Alaska native students of any campus in the UAA system.
PWSCC Native Alaskan Enrollment
(HC)
Fall
Fall
Fall
Fall
Fall
Fall
2001
2002
2003
2004
2005
2006
329
462
351
540
347
372
(Full-Time)
15
15
18
17
12
15
Objective 3. Increase enrollment from recent Valdez High
School graduates.
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Objective 4. Increase enrollment at the outreach campuses:
Copper Basin and Cordova.
Objective 5. Increase enrollment from US Coast Guard.
Objective 6. Increase enrollment of dual credit programs
at all campuses.
Objective 7: Examine the possibilities of increasing academic
programs in the summer. The establishment of a “millwright academy”
is one proposed example.
Objective 8: Continue the development of courses offered
by the Training Department such as the Harborview (asbestos
abatement) Project, the Alaska Host Program and the blossoming
partnership with Gatlin Educational Services.
Objective 9: Develop additional educational opportunities in “HighDemand” courses such as Nursing and Allied Health.
Enrollment Comparisons (Six-Year Span) 2000-06
Semester Year
Total
FullHeadcount Time
Total
Credit
Hours
FTE
FA-2000
SP-2001
FA-2001
SP-2002
FA-2002
SP-2003
FA-2003
SP-2004
FA-2004
SP-2005
FA-2005
SP-2006
FA-2006
1459
2642
1430
2343
1663
2761
1793
2463
1780
2556
1538
2559
1805
3899
4317
3838.5
4490.1
4350.9
4723.2
4383.2
5784.8
4535.3
5198.5
3982
4888
4606.2
259.9
287.8
256.56
299.34
290.05
318.7
295.3
385.66
292.5
336.2
257.6
319.3
307.08
86
60
78
78
89
75
96
95
84
65
76
56
100
Action Plan:
Project “1 By 1”
1. Goal: to personalize the process and be accountable for our efforts
2. Establish and maintain a running dialogue with each prospect.
3. Each S/S staff member responsible for up to 30 names
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4. Minimum of 1 contact with each prospect per week
5. Send photos/newsletters/items of interest
6. Emphasize no out-of-state tuition, if applicable
7. Highlight on-campus housing options
8. Request a photo exchange
9. Academic Interests?
10. Alaska connection?
11. 1st generation college?
12. Family situation? Brothers? Sisters?
13. High school involvements?
14. Community involvements?
15. Talents?
16. Leadership interests?
17. Financial aid opportunities.
18. Track the prospect. Where did they decide to go; IF
19. Expand to current students (Ambassadors) (Students would have a
contact list of 10. This would allow S/S to drop to 20.)
20. Expand to interested faculty/staff (the more the merrier)
21. Each participant will maintain a contact Log
22. Report progress every two weeks in S/S Staff Meeting
23. Add or delete to list, when applicable
24. In addition, the Director of Student Services will produce and distribute an
informal monthly “e-newsletter” to all prospects with updates of current
activities and photographs to help the prospect “envision” themselves” at
PWSCC.
Goal 2. Improve student retention
a. Intentionally partner with PWSCC Academic Affairs to enhance student
learning and increase course offerings in High Demand Programs.
b. PWSCC Student Services will continue to develop and maintain a
concise accessible guide of scholarship opportunities that are available
specifically to Native Alaskans.
c. PWSCC Student Services will directly assist all students in securing aid
for students with unmet financial needs, specifically Native Alaskans to
insure that these students are able to identify and pursue funding
sources.
a. Review of course programs, being aware of the market, and
ensuring a challenging curriculum delivered by current and
relevant materials.
b. Recognition of different learning styles of students from
variable backgrounds.
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c. Continue the development of flexible delivery and
assessment programs for outreach campuses.
d. For students who, for various reasons, find they will not be
able to complete their original course of study, academic
advisors will help them identify and explore alternate
courses/programs of study, so that all students can secure
a marketable skill.
e. Student retention should be included in strategies on
widening participation, teaching, learning and assessment,
staff development, and other institutional strategic
documents.
Objective 1. Increase fall-to-fall retention rates of firsttime, full-time, degree seeking students.
Objective 2. Increase fall-to-fall retention rates of all
Native Alaskan students.
Objective 3. Increase accessibility of need based financial
aid and scholarships.
Objective 4. Improve support services for developmental students,
international students and students with identified disabilities.
Goal 3. Increase student graduation/completion rates Institutions should ensure that they provide for all prospective students
comprehensive information about courses to help them make informed choices
about their courses and likely progress along their career path. Including:
a.
b.
c.
d.
course content
methods of assessment
advice on managing finances
success rates of past students and employment destinations
of those who gained qualifications
e. Pre-admissions information, advice and guidance must be
specific and targeted at different groups of students (e.g.
part-time, recent high school graduates, non-traditionals,
etc.)
“For some students the process of admissions may be extremely stressful. A well
designed admissions process can not only help to reduce stress but also
contribute to retention, as the student is better informed and more aware of the
expectations within higher education.” Bill Painter, Director of Student Services
There needs to be an awareness of the induction process by those involved in its
delivery through staff development to foster a positive institutional culture.
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Orientation should involve all stake-holders (academic, nonacademic staff and
internal organizations and community resources; e.g. Student Government, PTK,
Multi-Cultural Club, etc.)
Late enrollees may require additional support and guidance over a longer time
period due to not having had time to prepare/research the institution and course
programs prior to entry.
PWSCC must encourage students to discuss and resolve matters of concern to
them and should ensure that students have a regular schedule of meetings with
their academic advisors, and are aware of how and when they may contact
tutors should the need arise.
Student Services staff should be trained in advising students on non-academic
issues (although they can not be expected to provide support for personal
problems), and should know where within the institution to refer students with
specific problems.
Objective 1. Increase IPEDS graduation/completion rate
Total Number of Degrees Conferred 2000-05
2000
2001
2002
2003
2004
2005
8
16
31
32
38
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Objective 2. Increase Native Alaskan student
graduation/completion rates
Goal 4. Improve marketing of programs – Retention begins with the
admissions process. Admissions (marketing) materials and the expectations they
build, play a major role in a student’s adjustment. The information provided to
students must be realistic or students are going to be frustrated with themselves
and with the institution.
Objective 1. Implement a strategy to discover new markets
emphasizing our “no out-of-state” tuition policy. The goal is to increase the
international student enrollment by 25% over the next three years.
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International Student Enrollment
2000
2001
2002
2003
3
1
2
2
2004 2
2005 1
2006 3
Objective 2. Integrate program review findings with
program marketing strategies.
Objective 3. Increase academic cooperation with
U.S. Coast Guard facility located in Valdez.
Objective 4. Increase marketing of programs to Alyeska
Pipeline Company employees.
Objective 5. Continue to build on the relationships
established with SERVS to enhance Tier I, II and III
training.
Objective 6. Increase program marketing to additional
areas within our extended service area including out-of-state students
with an emphasis on the availability of on-campus housing. Fall 2006
occupancy was at 70%. The goal is to increase 10 resident students in the
next two years to put occupancy in the 95% range.
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5
4
NorthWest
South West
Midwest
East Coast
South
3
2
1
0
2000 - 01 AY
2001 - 02 AY
2002 - 03 AY
2003 - 04 AY
2004 - 05 AY
2005 - 06 AY
2006-07 AY
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Objective 7: Increase our efforts in determining the
appropriate agencies that would provide help in recruiting
international students.
Objective 8: Increase our efforts in determining the appropriate
agencies that would provide help in recruiting home school students.
Objective 9: Continue to build on the success of already
established programs including the I’m Going To College initiative.
Objective 10: Plan and present a viable College Life 101
program at Valdez High School that can be taken to other high
schools in our service area. Goal is to have this ready before the
beginning of Fall Semester 2007.
Objective 11. More effectively utilize the PWSCC website
to better market the institution and individual programs (Last Frontier
Theater Conference, and others).
Objective 12: Implement a strategy that ensures that the
student services that are offered on-line are not exclusionary and that
they can be accessed by all.
Objective 13: Aggressively seek out students via an increased
presence on the web that would increase the diversity of our student
body. Students from Mongolia, South Korea, Ecuador and Columbia are
enrolled at PWSCC in the Spring Semester 2007.
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Ethnic Chart 2000 - 2006 AY
AE, 4
AN, 12
AQ, 8
AA, 23
AS, 8
AT, 68
AY, 20
BL, 20
HI, 25
IN, 19
OT, 17
PI, 26
UN, 15
WH, 544
AA - AK Aleut
AT – AK Indian Athabascan
IN - American Indian
AQ - AK EskimoInupiat
AS – AK Indian Southeast
PI – Asian, Pacific
Islander
AE – AK Eskimo Other
AM – AK Indian Tsimpsian
BL – Black, NonHispanic
AY – AK Eskimo Yupik
AN – AK Native Other
WH - Whit e
OT - Other
Objective 14: Continue to integrate our marketing efforts
with other current college sponsored programs and facilities; i.e. the
Whitney Museum and the Pipeline Tour.
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Objective 15: Continue to promote the benefits gained through the
Dual Credit program to the high school students and to the citizens of the
communities in which these outstanding programs are offered.
Dual Credit Head Count & Credit Hour 2000 - 2006
1400
1200
1000
800
Head Count
Credit Hour
600
400
200
0
2000-01
2001-02
2002-03
2003-04
2004-05
2005-06
2006
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Cost Comparison Dual Credit vs. PWSCC
$120,000.00
$100,000.00
$80,000.00
Cost Comparison Dual
Cost Comparison PWSCC
$60,000.00
$40,000.00
$20,000.00
$0.00
2000-01
2001-02
2002-03
2003-04
2004-05
2005-06
2006
Objective 16: Continue to have a deeply ingrained presence
in future Alaska High School Student Government Conferences.
This association began in November of 2006 when Valdez High
hosted the conference and to continue that association by assisting
in future conferences throughout the state.
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20
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