elearning - university of alaska anchorage...this report provides an overview of key indicators for...

eLearning & Student SuccessAY16

WHAT IS eLEARNING?

GENERAL DEFINITION: Planned learning that predominantly occurs in situations where a student is not required to be in a fixed location.

COURSE DEFINITION: Distance courses are 0% to 50% location based using specific Banner codes 0, 1, 2 where:

0 = 0% location based; 1 = 1-20% location based; 2 = 21-50% location based.

PROGRAM DEFINITION: 50% or more of course work is available online.

UAA’s eLearning courses and programs provide educational access, convenience, and flexibility for students to complete their degrees. At a time of declining overall enrollment, both headcount and credit hours in eLearning courses continue to grow. The commitment to delivering quality courses in which students succeed is demonstrated by increased collaboration and innovation in course design among all campuses.

This report provides an overview of key indicators for eLearning, followed by highlights of how campuses are working together, and new projects and resources for students and faculty that are improving access and quality in eLearning at UAA.

eLEARNING FAST FACTS

TREND, eLEARNING ANNUAL HEADCOUNT

TREND, eLEARNING ANNUAL CREDIT HOURS

10,439

10,90611,521

11,88312,198

9,000

10,000

11,000

12,000

13,000

AY12 AY13 AY14 AY15 AY16

The number of students enrolling in eLearning courses has increased steadily over the past five years. While total annual headcount at UAA declined 4.4 percent from AY15 to AY16, the headcount of students enrolling in at least one eLearning course increased 2.7 percent.

Last year, UAA produced 84,828 student credit hours through courses that were 0-50% location-based, contributing 24.6 percent of all credit hours at the entire institution. While total credit hours at the university declined 3.7 percent, credits delivered via eLearning increased 5.9 percent. The Anchorage campus provides the majority of eLearning credit hours, but eLearning is an essential component of the educational mix at all campuses.

UP 2.7% from AY15

UP 5.9% from AY15

SOURCES: • DSD data tables, UAA-OMB eLearning

Student Credit Hours.• Banner Student Information Data system.

47% of all students attending UAA in fall 2015 enrolled in at least one eLearning course, up from 30% in fall 2012.

84,828 eLearning credit hours were produced in AY16, up 28% from AY12.

December 2016

30% of all programs offered by UAA have at least 50% of course work available via eLearning (61 programs).

93% of all eLearning courses had no location based requirement (coded 0 in Banner).

51% of all eLearning credit hours were produced in courses fulfilling general education requirements. 66,450

71,053

76,192

80,103

84,828

60,000

65,000

70,000

75,000

80,000

85,000

90,000

AY12 AY13 AY14 AY15 AY16

2

eLearning & Student Success AY16

eLEARNING HEADCOUNT BY CAMPUS

eLEARNING STUDENT CREDIT HOURS BY CAMPUS

Note: Program Home Campus means the campus delivering the degree program to which the student is admitted and enrolled. Campus totals include duplicates.

Where are students taking eLearning courses?Online courses give students increased flexibility, enabling them to enroll in courses anywhere. The tables below offer a perspective on the enrollment behavior of students at UAA. The tables do not reflect a student’s physical location. Students can be located in one community while admitted to a degree program in another community/campus.

The tables also show enrollment at UAF and UAS, indicating UAA students are less likely to enroll at another campus in the UA System than at campuses within UAA.

AY16 eLEARNING CREDIT HOURS

Anchorage(54,780 SCH)

65%

Kenai(17,879 SCH)

21%Kodiak

(5,080 SCH)6%

Mat-Su(5,488 SCH)

6%Prince William Sound

(1,601 SCH)2%

Graduate6%

Professional1%

Upper Division19%

Lower Division72% Developmental

2%

No Location-based

Requirement93%

1-50% Location-

based requirement

7%

93%

72% ARE IN LOWER DIVISION

Non-GERS49%

GERS51%

HAVE NO LOCATION REQUIREMENT

51% ARE GENERAL EDUCATION REQUIREMENT (GER) COURSES

65% ARE GENERATED BY ANCHORAGE

Anchorage Kenai Kodiak Mat-SuPrince William Sound

UAF UAS

Anchorage 8,661 109 34 172 12 203 133 9,287

Kenai Peninsula 2,300 757 46 131 12 131 60 3,385

Kodiak 848 32 214 46 9 33 24 1,202

Mat-Su 911 24 9 358 3 22 17 1,331

Prince William Sound 125 10 7 3 131 21 20 315

UAF Campuses 605 20 14 27 13 6,279 218 7,142

UAS Campuses 553 14 13 22 4 172 2,153 2,889

UAA Campuses 12,845 932 310 710 167 410 254 15,520

STUDENT'S PROGRAM HOME CAMPUSCOURSE CAMPUS TOTAL

CAMPUS WHERE COURSE IS OFFERED

Anchorage Kenai Kodiak Mat-SuPrince William Sound

UAF UAS

Anchorage 52,286 386 136 763 58 727 424 54,780

Kenai Peninsula 11,310 4,941 227 605 51 534 211 17,879

Kodiak 3,447 118 1,113 189 24 108 81 5,080

Mat-Su 3,585 102 40 1,621 9 71 60 5,488

Prince William Sound 460 32 24 9 923 90 63 1,601

UAF Campuses 2,548 77 52 113 53 46,790 892 50,524

UAS Campuses 2,740 77 82 103 24 793 21,479 25,298

UAA Campuses 71,088 5,579 1,540 3,187 1,065 1,530 839 84,828

STUDENT'S PROGRAM HOME CAMPUSCOURSE CAMPUS TOTAL

CAMPUS WHERE COURSE IS OFFERED

3

• Accounting, AAS • Alutiiq Language, OEC• Children’s Behavioral Health, OEC• Corrections, CT1, OEC• Early Childhood, PBCT • Early Childhood Special Education, MED• Educational Leadership, MED• General Business, AAS • General Program, AA *• Logistics & Supply Chain Operations, OEC• Medical Office Coding, OEC• Nursing Education, GCRT• Nursing Practice, DNP• Occupational Safety & Health, AAS* • Pharmacy Technology, OEC• Public Health Practice, MPH• Special Education, GCRT, MED• Teaching & Learning, MED

DEGREE PROGRAMS WITH NO LOCATION-BASED REQUIREMENT (20)

• Architectural Drafting, CT1• Architectural & Engineering Tech, AAS• Architectural Technology, CT1• CAD for Building Construction, OEC• Career & Technical Education, MS• Civil Drafting, CT1• Civil Technology, CT1• Clinical Assistant, OEC• Creative Writing & Literary Arts, MFA• Dietetics, BS• Early Childhood Development, AAS, CT1• Early Childhood Education, BA*• Education, MAT• Elementary Education (K-6), PBCT• Elementary Education, BA*• Family Nurse Practitioner, GCRT• History, BA*• Industrial Technology, AAS• Language Education, GCRT• Limited Radiography, OEC• Mechanical & Electrial Drafting, CT1• Nursing Science, MS • Nutrition, BS• Office Foundations, OEC• Office Support, OEC • Petroleum Technology, CT1, CT2• Phlebotomist, OEC• Premajor Process Technology, AAS• Principal, GCRT• Project Management, MS• Process Technology, AAS*• Psychiatric & Mental Health Nurse

Practitioner, GCRT • Psychology, BA*, BS• Social Work, MSW• Structural Drafting, CT1• Structural Technology, CT1• Technology, AAS, BS

DEGREE PROGRAMS WITH 1-50% LOCATION-BASED REQUIREMENT (41)

NOTE: Nine programs with suspended admissions are not included.

How many degree programs are available via eLearning?Thirty percent of all degree programs are offered via eLearning. Twenty programs have no location-based requirement and another 41 are hybrid programs with 1-50 percent location-based requirements. The complete list of current program offerings is shown on the right.

eLEARNING PROGRAMS BY DEGREE TYPE

PROGRAMS BY DEGREE TYPE

0% Location-

based

1-50% Location-

basedTotal

Associate 4 6 10Baccalaureate 0 8 8

Master’s & Graduate Certificates 9 11 20

Undergraduate & Occupational

Endorsement Certificates7 16 23

Total 20 41 61

UAA’s eLearning programs are focused primarily in Undergraduate Certificates, Occupational Endorsement Certificates, Graduate Certificates and Master’s degrees.

What disciplines produce the most eLearning credit hours?

Seven of the top award producing degree programs at UAA are available via eLearning. These are marked with an asterisk in the list to the right.


10% DistanceAvailable 0%

location-based(20)

20%Hybrid

Available < 50% location-based

(41)

70%Face-to-Face Only Programs

(141)

Associate16%

Baccalaureate13%

Master's & Graduate

Certificates33%

Undergraduate certificates

& OECs38%

64% of all eLearning credit hours are produced by these 15 disciplines.

1,614

1,629

2,148

2,298

2,307

2,399

2,536

2,891

3,690

3,745

3,999

4,669

4,797

7,049

8,541

Music

Accounting

Anthropology

Economics

Art

Dietetics & Nutrition

Communications

Biology

Philosophy

Chemistry

History

Mathematics

Business Adm

Psychology

English

4

OECs & Certificates3% Master's

5%

Non-Degree18%

Associate23%

Bachelor51%


Are students taking eLearning courses as successful as their peers in face-to-face classes?

NOTE: Passing Grades = A, B, C, P for Undergraduate level courses and A, B, P for Graduate level. The eLearning pass rate measured here is for courses coded 0, 1 and 2 in banner (0=0 location based, 1=1-20% location based and 2=21-50% location based) for all students enrolled including those who withdrew, did not complete, deferred grades and/or audited the course.

eLEARNING(0-50% location based)

FACE-TO-FACE

Students in face-to-face classes have a slightly higher passing rate than those in eLearning courses (75% in face-to-face courses compared to 73% in eLearning classes). In comparing the success rates by course level in AY16, the rates have remained consistent at each level over the last several years. The UAA eLearning Student Credit Hours (with Auditors) AY07-AY16 AY07 AY08 AY09 AY10 AY11 AY12 AY13 AY14 AY15

Among 2016 UAA graduates, what percentage of their coursework was in eLearning?Online course work played a significant role in earning credits toward graduation for the majority of UAA students. Among AY16 graduates, 92 percent earned some percentage of their credits in eLearning courses with two-thirds earning at least 10 percent in eLearning.

Who is taking eLearning courses at UAA?

26% ARE FRESHMENFirst-time Freshman

9%

Freshman17%

Sophomore23%

Junior21%

Senior30%

82% ARE DEGREE-SEEKING

Full-Time Graduate

1% Full-Time Undergraduate

44%

Part-time Graduate

5%

Part-time Undergraduate

50%

55% ATTEND PART-TIME

75.2%

81.4%

86.2%

88.3%

71.4%

57.9%

73.0%

82.3%

70.9%

82.9%

70.3%

55.1%

Overall

600-699

500-599

300-499

100-299

050-099

Course Level

0% eLearning

8%<.01-9% eLearning

26%

10%-24.9% eLearning

36%

25%-49.9% eLearning

19%

>50% eLearning

11%

5

SUPPORTING STUDENTS ENROLLED IN ELEARNING

Kenai Peninsula College’s (KPC) Student Services staff has created student support ori-entation screencasts that cover common UA/KPC online processes for students and can be accessed on the KPC website (https://media.kpc.alaska.edu/). KPC also offers online video

tutorials and self-assessment for “Being an Effective Online Learner.”

Other new online resources for students include Digital Literacy and Information Literacy, created by the College of Education Instructional Designer Katie Walker, and Blackboard Student Help, a page embedded within every Blackboard course that offers students an immediate resource.


How is UAA promoting success in eLearning?This year’s report is focusing on how UAA is promoting student success in eLearning courses. Areas that impact student success include direct student advising and support, an emphasis on using best practices to design quality courses that engage students, and assisting faculty teaching the courses. This section offers an overview of new developments in these areas.

STUDENT ADVISING AND SUPPORTMEASURING READINESS FOR ONLINE LEARNING

Online learning can be enticing for some students and intimidating for others. One of the first steps to help students succeed with eLearning courses is gauging their readiness and aptitude for this less traditional form of learning. Do they have the right technology and equipment and are they comfortable using it? Do they see themselves as self-starters and can they stay focused without the traditional classroom structure? The next step is providing an orientation for students to ensure those who do enroll in eLearning are prepared and provided with ongoing support services—technical and academic.

UAA is committed to providing both pre- and post-enrollment support to eLearning students. Each campus offers some form of self-assessment and/or FAQs for interested students. As an example, this year at Kodiak College (KOC) first-time freshmen in the JumpStart program are required to take the Smarter Measure self-assessment if they register for eLearning courses in their first semester of college. The Smarter Measure gives students feedback on their readiness for eLearning courses and considers life factors, personal attributes, learning styles, reading skills, technical knowledge and competency and typing skills. The report provides links to resources students can use to improve in areas where they may be weak, and the report is also submitted to Kodiak College’s academic counsellor.

Bridge to Success, a series of online modules with videos, resources, and games for incoming Alaska Native students, was piloted during this fall’s new student orientation. It has been used in an Alaska Native Studies version of Guidance 194 and will be presented at a national American Indian Studies conference in 2017.

This student-driven program uses narrative to prepare first-time UAA Alaska Native students for an urban campus life. The modules are infused with Alaskan Native cultural values. The goals are to increase Alaskan Native student retention, promote self-determined learning behaviors (take control of own learning, develop lifelong learning tendencies, develop success-oriented habits of mind and practice), and maintain Alaska Native values and community through the students’ academic career.

The project was developed as part of the Title III Robust Online Learning grant in partnership with Alaska Native Studies and Alaska Native Student Services. It was led by Alaska Native Studies Chair Maria Williams and Assistant Professor of Education Panigkaq Agatha John-Shields with students Liz Savage, Zach Lane, and Angie Williams.

ALASKA NATIVE STUDENTSBRIDGE TO SUCCESS

6


PROGRAM & COURSE QUALITY: NEW DEVELOPMENTS

QUALITY MATTERSAll five campuses use the Quality Matters framework to ensure course design quality and provide ongoing training. This year both Kodiak College (KOC) and Kenai Peninsula College (KPC) placed an emphasis on adjunct instructor training. KPC also

offered three mini-grants to faculty moving forward with Quality Matters certification for their courses.

UAA presently hosts the statewide Quality Matters system that is jointly led with UAF and UAS, enabling economies of scale to reduce costs, sharing resources such as training and reviewers, and promoting consistent policies and implementation.

The number of courses receiving certification continues to grow. KPC has five courses newly-certified, and its Introduction to Process Technology became the first KPC course, and the first in the UA system, to receive recertification, required five years after initial certification. KOC has four new courses under review and one newly-certified course.

NEW ONLINE PROGRAM AND UPDATES IN SCHOOL OF NURSINGThe School of Nursing implemented its first fully online doctoral program, the Doctor of Nursing Practice. In addition Heather Nice, Instructional Designer in the School of Nursing, partnered with Academic Innovations & eLearning designer Heather Nash to revise all Course Content Guides for the fully online Nursing Education track. It is part of the Masters in Nursing Leadership program which they teach.

COLLABORATIONS ACROSS CAMPUSES TO IMPROVE ONLINE LEARNING • Kenai Peninsula College and Kodiak College are using Kaltura, a video hosting,

streaming and captioning solution, for MediaSpace, a secure, web-based environment accessible from any device. Early adopters of Kaltura, they merged with the University of Alaska Fairbanks’ new Kaltura contract, saving on licensing costs and staff time. The system allows faculty to host course videos, students to upload presentations, and staff to create tutorials and screencasts. Visit media.kpc.alaska.edu to view examples.

• Prince William Sound College (PWSC) is developing a series of mining operations simulations in partnership with UAF School of Mining and the Fairbanks Pipeline Training Center thanks to a Trade Adjustment Assistance Community College (TAACCCT) grant. PWSC is also using virtual reality chemistry labs designed by Carnegie Mellon and partnering with KPC for the lecture portion of the class.

• Professional Instructional Designers at UAA formally organized as the Instructional Designers Alliance this year after operating informally for several years. The seven centralized and 12 embedded instructional designers in the Alliance provide a unified voice to influence eLearning policy and practice at UAA to better serve students and faculty at each campus. The Alliance’s goals include adopting common instructional design standards, coordinating resource materials, and advocating for recognition of faculty development and excellence in eLearning.

This year, Instructional Designers worked with faculty to build Learning Objects into their individual courses to improve student engagement and interactivity.

From February to October 2016, 99 learning objects have been built with varying levels of interactivity: Level 1 is the most passive; Level 2 allows some manipulation of the content in some way; and Levels 3 and 4 provide feedback, and the student’s response drives what happens next.

Using rapid prototyping tools faculty quickly mock up the content or object to test concepts with users, then incorporate feedback to improve the final product.

Learning objects have been developed

for Guidance 194, Psychology 111 and 150. Additional objects include a module on the Alaska Native Claims Settlement Act that includes an audio lecture, links, and videos followed by an assessment that asks each student to identify the location of each Regional Corporation on a map.

The objects and courses are generally web-based so they can be accessed from any device. The biggest challenges to incorporating more interactivity are the time and expertise needed to develop the programs and issues with adequate bandwidth, especially for students in rural areas.

IMPROVING INTERACTIVITYIN ONLINE COURSES

7


Unlike virtual reality which is a simulation, augmented reality creates real-world experience by integrating live direct and indirect views with digital sound, video, graphics and GPS data.

At Kenai Peninsula College, Anthropology Professor Alan Boraas and Rural and Native Student Services Coordinator Sondra Shaginoff-Stuart researched and curated media with KPC’s Educational Technology Team for two different Alaska Language Augmented Reality projects. In

KPC’s projects, audio and video recordings on campus and at the Kenai River Dena’ina anthropological sites are used to supplement language learning and storytelling for the Dena’ina and Ahtna Alaska native languages.

USING AUGMENTED REALITY

ACCESSIBILITY The Instructional Designers Alliance, in partnership with UAA Disability Support Services, launched a new website: UAA Accessibility: Creating Online Course Content that brings together information on how to review, create and, or modify course content using best practices for accessible online course documents and video.

Sarah Frick, Lead Instructional Designer at Kenai Peninsula College, led a UAA-wide Accessibility Committee as part of the eLearning Workgroup to compile an Accessibility report for UAA Deans and Directors. KPC also organized an Accessibility Committee to plan for improvement of electronic information technology in courses and student support areas.

MASTER COURSESAs part of the Robust Online Learning (ROLL) Title III grant, UAA completed online Master Course shells for the general education courses Introduction to Civic Engagement (CEL292) and Music Appreciation (MUS A121) this year.

An online Master Course is an online or hybrid course designed and developed to be used by another instructor as a foundation for developing and teaching their assigned section of the course. Department faculty teams, instructional designers, and support personnel collaborate to develop the course template based on the faculty’s approved course content guide. Required elements of the design for each course include Quality Matters Standards for course design and the Online Best Practices of culturally responsive interactivity, universal accessibility, and student support. Studies have shown that use of Master Courses improves retention rates, student learning and engagement, and increases student credit hours.

UAA was one of 36 institutions to receive Department of Education Title III Strengthening Institutions grants in FY15. The 5-year, $2.5 million pro-posal was funded in September 2015.

UAA’s successful proposal Stabilizing College Funding through Develop-ment of a Centralized, Robust Online Learning Environment will create an infrastructure for developing, piloting, and evaluating distance education services that reflect UAA’s strategic priorities, addresses our chronic prob-lems (low graduation rates, retention of minorities and Alaska Native students, and declining enrollment and credit hours). It will also meet NWCCU accreditation standards, and strengthen our financial stability.

Highlights from the first year include:

• The Bridge to Success learning module described earlier in this report.

• Design and construction of the Innovation Design Studio, a place for faculty to work on innovative course development, and creative space for students working on ePortfolio-focused media. Opening in January 2017.

• Developed two Master Courses, (CEL 292 and MUS A121).

• Enrolled 151 students in these pilot Master Courses,

• Prepared 13 faculty to teach online Master Courses, exceeding year one goals.

• Developed the online resource, 5 tips for infusing cultural responsiveness in your course, so the online environment nurtures and supports cultural exchange and community.

TITLE III ROBUST ONLINE LEARNING GRANT

8


FACULTY SUPPORT: NEW DEVELOPMENTSUAA campuses offer face-to-face faculty development, online training, and more to assist faculty with designing online courses and preparating for engaging presentation.

SUPPORTING ADJUNCT PROFESSORS

The Instructional Designers Alliance created a support website for adjunct faculty that includes links for resources in eLearning. Kenai Peninsula College revised the adjunct peer review rubric to align specifically with Quality Matters standards for design, offer-ing adjunct faculty an introduction to Quality Matters.

NEW WEB-BASED RESOURCES AND ONLINE TRAINING

Examples include the ePortfolio Teaching for the College of Education and Universal Design for Learning, and Flowchart for Captioning Videos designed for College of Education faculty; Blackboard Instructor Help page linked in every Blackboard course across UAA; and short, topical screencasts on common processes for Blackboard, UA Online, and videos and multimedia to watch on-demand created by KPC’s Educational Technology Team (media.kpc.alaska.edu).

Kenai Peninsula College offered Engage Training, one-week of blended instruction for faculty and staff in May 2016, where participants chose tracks such as course design, and collabora-tion with Google Apps, and Office 365. Using the WordPress blogging platform, participants were immersed in online environments that helped hone web and multimedia skills. Participants tackled skill-based challenges that encouraged reflection and creation, earning digital badges in a “gamified” environment. Work can be seen at http://kpcengage.commons.uaa.alaska.edu/.

eWolf launched as a pilot program in Spring 2015, and the level of participa-tion demonstrates the power of this tool for students, faculty, and staff. Here are highlights from the first full year of the program.

AY15-16 NUMBERS:• 2,495 portfolios created (2,113

students and 392 faculty) up from 625 in AY15.

• 44,689 ePortfolio pages created.• 577,255 hits on ePortfolio sites.

Tracking Forward 2016: eWolf Annual Spring Intensive was a 2-day training with John Ittleson, Kelly Driscoll, Jeffrey Yan & Joan Watson. Focused on ePortfolio integration from the class level to program level, it showcased ePortfolios using the “makerspace” model to allow hands-on creation and planning during the event.

eWolf launched the support website Folio 411, Everything ePortfolio to provide information on best practices, educational trends, how-to’s, examples, and more.

UAA partnered with Polaris K-12 School and the Anchorage School District to introduce teachers and students to ePortfolios. Samples of the work can be viewed at https://asdk12.digication.com.

Program-related portfolio showcase projects included UAA Multicultural Center’s AHAINA Men & Women of Excellence, and the College of Business and Public Policy’s Leadership Fellows.

UAA Native Student Services’s Cultural Identity Portfolio earned recognition from Digication, a leading provider of ePortfolio tools. Under the leadership of Director Willie Templeton, Native Student Services received an Innovation Award for the insightful use of ePortfolios to explore native cultural identities. In addition, Sheila Randazzo, transition advisor, and Cheryl Turner, office manager, were recognized with individual

Leadership Awards for their role in launching the program which is guided by key indigenous beliefs about learning.

AWARD-WINNING ePORTFOLIO PROJECT

Shelia Randazzo, Willie Templeton, and Carol Turner

9

UAA eLearning Student Credit Hours (with Auditors) AY07-AY16AY07 AY08 AY09 AY10 AY11 AY12 AY13 AY14 AY15 AY16

UAA MAU Total 35,519 44,508 51,301 60,721 69,605 66,237 71,053 76,191 80,103 84,828 By CampusAnchorage Campus 32,991 41,083 44,829 49,218 50,051 30,307 42,865 46,447 49,402 54,780 Kenai College 166 473 3,765 7,803 12,304 17,353 18,221 18,075 18,521 17,879 Kodiak College 772 1,287 523 1,118 2,263 3,643 4,555 5,010 4,995 5,080 Mat-Su College 1,496 1,545 1,659 1,571 1,893 1,807 2,601 3,842 4,934 5,488 Prince William Sound 94 120 525 1,011 3,094 3,047 2,811 2,817 2,251 1,601 By CollegeAcademic Affairs 138 117 135 150 18 48 42 Arts & Sciences 17,562 21,819 23,069 23,557 23,395 11,424 16,758 19,542 24,097 28,292 Business & Public Policy 3,783 4,716 5,049 6,270 6,180 4,242 6,198 5,682 5,553 7,212 Health 4,652 6,596 8,197 9,958 10,038 4,501 6,576 6,864 7,321 7,272 Community & Technical College 2,086 2,749 2,325 3,464 4,377 5,428 7,319 8,001 5,785 5,365 Education 4,464 4,605 5,362 5,187 5,415 3,878 4,732 4,977 5,455 5,469 Engineering 306 481 692 632 646 816 1,282 1,381 1,143 1,128 By Course Level050-099 (Developmental) 186 171 189 697 1,306 1,560 1,692 1,860 1,629 1,770 100-299 (Lower Division) 24,327 29,314 33,039 40,748 48,786 47,126 51,038 55,041 58,256 61,437 300-499 (Upper Division) 5,581 8,765 11,097 11,349 11,706 10,517 11,301 12,490 13,838 15,673 500-599 (Professional) 476 692 615 729 523 979 1,138 1,184 1,228 1,067 600-600 (Graduate) 4,949 5,566 6,361 7,198 7,398 6,055 5,884 5,616 5,152 4,881


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