Evolution of a Community College Enrollment Management Plan

Washington State Career & Technical EducationPublic Information Officer’s Quarterly Meeting

April 18, 2008

Alicia Moore Ron ParadisDean of Student & Enrollment Services Director of College Relations

541.383.7244 * amoore@cocc.edu 541.383.7599 * rparadis@cocc.edu

Central Oregon Community College

Destination Recreation Community Growth Fluctuating Enrollment Unstable Funding

The silver bullet!

Dang, that didn’t work . . . let’s try again!

And again . . .

History & Context

SEM Consultant

SEM Team

Institutional Enrollment Awareness Audit

Getting on the Same Page

Data Gathering & Answering Questions

Goal Setting

It’s Show Time!

SEM Process: The Version That Worked

SEM Team:

College Relations (Co-Chair)Student Services (Co-Chair)

Two Faculty: Transfer & Professional TechnicalInstructional Administration

Fiscal ServicesContinuing Education and Branch Campus

Academic AdvisingAdmissions & RecordsInstitutional Research

Financial AidExecutive Team/President’s Cabinet

Getting on the Same Page:

SEM Training/SEM ModelInstitutional Overview

Enrollment HistoryFunding Issues

Strategic enrollment management is a

concept and process that enables the

fulfillment of institutional mission and

students’ educational needs.

What is SEM?

© Bontrager

Bontrager’s SEM Model

Success!

Tactics

Strategies

Data

Review Institutional Practices & Programs

Well-defined enrollment goals based on institutional mission

© Bontrager

COCC’s SEM Model

Success!

Tactics

Strategies

Review Institutional Practices & Programs

Well-defined institution-wide enrollment goals based on mission

Data

Students, and their success, are at the core of all that we do.

SEM goals will align with the institution’s mission and goal statements.

Participation from across the campus is critical to an institution’s ability to meet goals set forth in a SEM plan.  As such, no single person is responsible for achieving the goals set forth in this plan; rather, collaboration amongst and coordination between all levels of the campus is critical to success. 

Attention will be given to the fiscal impact of SEM goals and associated plans to achieve those goals before the goal is finalized.

Relevant data will be collected and used when setting institutional enrollment goals and in assessing strategies and tactics.

COCC Enrollment Management Core Concepts

Data Conclusions

Funding & Enrollment Impact Budget cuts had significant impact on enrollment in both credit and

non-credit areas.

In-District Penetration Rates: 2001-02 through 2006-07 Credit: High of 5.4% (2001-02); low of 3.6% (2005-06 & 2006-07) Non-credit: High of 6.3% (2001-02); low of 4.4% (2003-04) Total: High of 11.8% (2001-02); low of 6.1% (2003-04)

Part-Time Enrollment More students are attending COCC part-time, with only 13.5% of

2005-06 enrollment attending full-time (940 of 6,969 students).

Data Conclusions, cont.

Residency Between 2001-02 and 2006-07, the number of non-resident students has

more than doubled, from 536 (7.2% of enrollment) to 1,136 (16%).

Offerings for High School Students (College Now/Tech Prep, College Now/Transfer, Concurrent traditional, Concurrent contracted, Expanded Options)

Early indicators suggest high school programs result in students attending COCC post-graduation, with 30% of students who participate in a high school program later attending COCC.

In-District High School Graduates Attending COCC The percentage of students graduating from an in-district high school and

attending COCC has remained consistent.

Data Conclusions, cont.

First-Time Freshman Who:

Successfully Completed First Term

Remain at COCC during a two-year period and

continue to successfully complete courses

Tested into college-level writing and math (18%)

77% 54%

Tested into college-level writing or

math (35%)66% 43%

Tested into neither college-level writing nor math (47%)

58% 32%

College Preparedness

Institution-Wide Enrollment Goals

Goals: Enrollment, Recruiting & Outreach

Persistence & Graduation Rates

Access & Affordability

Credit & Non-Credit Offerings

Sample Goals: Enrollment, Recruiting & Outreach

In-District Penetration Rates Goal By the end of 2011-12, the in-district penetration rate

will be 9% (highest rate was 11.8% in 2001-02; lowest was 6.1% in 2003-04); includes those taking credit and non-credit classes.

Strategy TBDAssessment TBD

Service to the College DistrictGoal By the end of 2011-12, double the number of courses

offered in Madras, Prineville, Sisters and LaPine, based on community need (140 classes offered in 2006-07); courses could include credit, non-credit, Adult Basic Education, courses in the high school or other areas.

Sample Goals: Persistence & Graduation Rates

Adult Basic Education: Matriculation to Credit ProgramsBy the end of 2011-12, the percentage of students who participate in GED Preparation and Adult High School Completion programs and then move to credit classes will be 45% (current matriculation rate is 40%), regardless of which institution they attend.  Of those who continue, 75% will do so at COCC.

Persistence Rates: Credit StudentsGoal By the end of 2011-12, 72% of first-time, certificate or degree-seeking

freshman will return for a second consecutive term (68.9% did so for fall 2005).

Repeat Customers: Community Learning StudentsGoal By the end of 2011-12, 65% of students taking Community Learning

courses will take another Community Learning class within two-years of completing their first course (current rate is 55%).

Sample Goals: Accessibility & Affordability

Financial Aid Applicants & OutreachGoal Increase the number of people applying for federal

financial aid (1,473 people applied for federal financial aid through COCC) by 8% per year.

Financial Aid StrategiesGoal Develop financial aid packaging strategies that

provide prospective and current students an attractive mix of institutional, COCC Foundation, state and federal aid.

Sample Goals: Credit & Non-Credit Offerings

Non-Traditional Credit Course SchedulingGoal Support academic departments so that courses offered in a

non-traditional way (e.g., outside of Bend, time of day, weekends, hybrid, online, etc.) becomes a priority in department planning and faculty hiring.

New Courses & ProgramsGoal Each year through 2011-12, develop two new non-credit

professional courses (e.g., Tax Preparer, Pharmacy Technician, Customer Service Training, Yoga Teacher Training, Graphic Design).

Senior (55+ years or older) ProgramsGoal In 2008-09, increase the number of senior citizens (62+ years or

older) taking Community Learning Classes by 10%, followed by increases of 2% per year thereafter through 2011-12 (current headcount is 1477).

Next Steps

Board Discussion on Mission Elements

Goal Shopping: Academic Department ChairsCareer & Technical CouncilDeans & DirectorsStudent Services Division Adult Basic Education DivisionCommunity Learning …and anyone else who will listen!

Goal Refinement

Institutional Review, Strategies & Tactics

What’s our mission: to recruit to COCC or to promote higher education in general?

Does college readiness “matter” when recruiting non-resident students?

Does our mission, vision or goals need to be refined to include an emphasis on high school partnerships? Is the word “adult” appropriate in the mission?

Next Steps

Goal Refinement

Financial Analysis

Goal Refinement

SEM Plan: SEM Nirvana or Job Security (aka, SEM Phase II)?

COCC’s SEM Plan

Section I: Introduction*Enrollment Management Core Concepts*

Section II: Data Highlights & Conclusions

Section III: Strategic Enrollment Management Plan*

Section IV: Questions & Areas for Further Research

Appendices: A: Enrollment Management TeamB: Enrollment Management ModelC: Data Summary

* Included in abbreviated version of plan

Questions & Comments

Alicia MooreDean of Student & Enrollment Services

Central Oregon Community College541.383.7244 * amoore@cocc.edu

Ron ParadisDirector of College Relations

Central Oregon Community College541.383.7599 * rparadis@cocc.edu