surviving 2010…. and beyond jay w. goff missouri s&t macrao, lake ozark, missouri october 27,...
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Surviving 2010….AND BEYOND
Surviving 2010….AND BEYOND
Jay W. GoffMissouri S&T
www.enrollment.mst.eduMACRAO, Lake Ozark, Missouri
October 27, 2008
Record Classes Now….Later?
Source: WICHE 2003
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.
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.
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 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
What is included in a SEM Plan?
1. Strategic Framework: Mission, Values, Vision2. Overview of Strategic Plan Goals & Institutional Capacity 3. Environmental Scan: Market Trends & Competition Analysis4. Evaluation and Assessment of Position in Market5. Enrollment Goals, Objectives, & Assessment Criteria6. Marketing and Communication Plan7. Recruitment Plan8. Retention Plan9. Student Aid and Scholarship Funding10. Staff Development and Training11. Student/Customer Service Philosophy12. Process Improvements and Technology System Enhancements13. Internal Communication and Data Sharing Plan14. Campus wide Coordination of Enrollment Activities
SEM DATA RESOURCESSEM DATA RESOURCES
• www.act.org• www.collegeboard.org• www.collegeresults.org• www.nces.gov• www.wiche.org• www.ama.com• www.educationtrust.org• www.lumina.org• www.greentreegazette.com• www.postsecondary.org• www.communicationbriefings.comMissouri Resources• http://www.oseda.missouri.edu/• www.mcdc2.missouru.edu• www.ded.mo.gov/researchandplanning• www.nces.ed.gov/sdds• www.dhe.mo.gov
“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, IIIMissouri S&T Chancellor
The National Picture
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
Shifting Student Populations
“The demographic shifts we are beginning to experience are largely the result of welcome advances in technology and public health that have extended life expectancy, improved living standards, and reduced population growth.”
SOURCE: Jane Sneddon Little and Robert K. Triest. (2001) SEISMIC SHIFTS: THE ECONOMIC IMPACT OF DEMOGRAPHIC CHANGE.
College Board, 2007
Undergraduate Enrollment by Attendance Status 1986-2016
Source: U.S. Department of Education
0
2,000,000
4,000,000
6,000,000
8,000,000
10,000,000
12,000,000
85-86
88 90 92 94 96 98 00 02 04 06 08 10 12 14 15-16
Full-time Part-Time
5,618,000
9,009,000
5,094,000
7,169,000
6,259,000
10,333,000
4,271,000
6,348,000
College Board, 2007
SOURCE: US Dept. of Education 2005
SOURCE: WICHE, 2003, Knocking At College’s Door.
Constant Growth in One Demographic Market: Adults Over 60
SOURCE: US Census Bureau
College Board, 2007
College Board, 2007
SOURCE: WICHE 2008
NATIONWIDE HS SENIORS ACT TESTED 2001-2007
0
200000
400000
600000
800000
1000000
1200000
1400000
2001 2002 2003 2004 2005 2006 2007
All Students
Female
Male
Female Enrollments Exceed 57% of All College Students
SOURCE: NCES, The Condition of Education 2006, pg. 36
52.8% Missouri’s College-Going Rates of High School Graduates - Directly from HS
The Impact of Demographic Changes on Higher Education
Some Institutions will:
• Expand their enrollments.• Enroll student bodies that are less academically prepared.• See shrinking enrollments. • Need to expand their recruitment strategies and redefine
the target populations.• Have racial and ethnic composition of students may be
markedly different from current classes.
SOURCE: College Board. (2005). “The Impact of Demographic Changes on Higher Education”
Labor Demand vs. Student Interests
Source: U.S. Department of Labor, Bureau of Labor Statistics,
www.bls.gov/emp/home.htm
DATA SOURCE: CIRP
Ongoing interest declines in key fields Changes in Intended Major 1976-77 to 2006-07
0%
7%
14%
21%
28%
Business Engineering Education BiologicalSciences
ComputerScience
SocialSciences
Art, Music,Drama
HealthProfessions
76-77 86-87 96-97 06-07
CHART SOURCE: College Board, 2007
Student Interest Trends in Engineering
Potential United States Undergraduate Engineering MajorsAll College Bound, ACT Tested Students Interested in Any
Engineering Field
40000
45000
50000
55000
60000
65000
70000
1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004
(<5%)
Fall 2008 Total Students
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).
Top Twenty Graduate Degrees Searched for on gradschools.com since 2004
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
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
HOMESCHOOLED STUDENTS: Number and distribution of school-age children who were homeschooled, 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.
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 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.
Student Success Trends
ACT, 2007
Financial considerations the most common reason for leaving college
0%
5%
10%
15%
20%
25%
30%
35%
40%
Reasons for discontinuingpostsecondary education
Financial reasons
Other
Family responsibilities
Class not available / schedulinginconvenient
Dissatisfaction with program / school /campus / faculty
Completion of degree / certificate
Academic problems
Finished taking desired classes
Personal health reasons
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)
Average Annual Wages: Missouri, 2000-2005
SOURCE: U.S. Bureau of Labor Statistics. $29,000
$30,000
$31,000
$32,000
$33,000
$34,000
$35,000
2000 2001 2002 2003 2004 2005SOURCE: U.S. Bureau of Labor Statistics.
COLLEGE COST COMPARISON
SOURCE: The College Board 2006, MAP: TIME, November 6, 2006
College Costs and Disposable Per Capita Income, 1996-97 to 2006-07
Source:The College Board
$0
$5,000
$10,000
$15,000
$20,000
$25,000
$30,000
$35,000
1996-97 1997-98 1998-99 1999-2000
2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07
Private 4-Year Public 4-Year Per Capita Income
Published Charges
Percent For Whom Financing was a Major Concern 1992-93 to 2006-07 (Selected Years)
Source: CIRP
0%
5%
10%
15%
20%
25%
92-93 94-95 96-97 97-98 99-00 00-01 01-02 02-03 03-04 04-05 05-06 06-07
Public Univ Private Univ Public 4-Yr Private (Non-Sect) 4-Yr
College Board, 2007
Measuring Up Report Cards
Missouri’s FTC FTE Freshmen Trends
19812007
2-year Colleges 28,08532,696
4-year Private 6,761 9,375
4-year Public 19,26517,862
Projected State and Local Budget Surplus (Gap) as a Percent of Revenues, 2013
Source: NCHEMS; Don Boyd (Rockefeller Institute of Government), 2005
-0.5 -1.0-1.0 -1.6 -2.1
-2.3 -2.8
-2.9
-3.0 -3.3 -3.8-3.9 -4.2
-4.2-4.3
-4.3-4.4
-4.4 -4.8
-4.8
-4.8 -5.1
-5.2-5.2
-5.3 -5.6-5.6
-5.7-5.7
-5.7-5.8
-5.8
-5.9 -6.2
-6.3-6.5
-6.7-6.8
-6.9
-7.0-7.0 -7.4 -8.0
-8.2
-8.9 -9.3
-9.3 -9.8
-10.5-10.7
-12
-9
-6
-3
0
UtahM
ontana
New Hampshire
DelawareNew Jersey
Maine
Maryland
Massachusetts
WisconsinVerm
ontO
hioNorth Dakota
ConnecticutKansas
ArkansasVirginia
NebraskaO
klahoma
MinnesotaColorado
West Virginia
KentuckyM
ichiganArizona
New YorkG
eorgiaHawaiiIllinois
PennsylvaniaAlaska
Rhode IslandUnited States
New Mexico
CaliforniaIowa
IndianaNorth Carolina
FloridaIdaho
South CarolinaSouth Dakota
Missouri
Washington
OregonTexas
NevadaTennesseeM
ississippiLouisianaAlabam
a
By 2015
• All States will have a structural budget deficit
• Higher Education will likely lose funding to health care, transportation, prisons and K-12 education.
• Tuition revenue will become the majority source of operational income
Shift Conclusions
“Virtually all public and private colleges and institutions will see changes in their student bodies during the next decade. The only exceptions might be the top-tier, most popular institutions that already have many more highly qualified applicants than available spaces.”
College Board, 2005
Trends Summary
1. Decreasing numbers of high school graduates in the Midwest and Northeast
2. Declining percentage of high school graduates pursuing higher education directly out of high school
3. Increasing numbers of freshmen choosing to start at community colleges
4. Increasing diversity and financial need of future high school graduates
5. Increasing dependence on student loans and a larger percentage of household income needed to pay for college
6. Continued growth in the college student gender gap 7. Ongoing interest declines for non-biology STEM
majors
Other Shifts to be Aware of…
• First Generation Participation Rate• Increased Competition for International Students• Increased numbers of students with identified
mental Illnesses• Changes in Work Force needs and training
Development• Communication/Technology patterns: +90%
with cell phones and 63% using Social Networking Facebook and MySpace prior to freshmen year
Strategic Enrollment Management is
About Interacting Relationships
EnhanceAlumni Relations
TargetProspective
Students
Qualify Prospective
Students
Cultivate Relationships
ApplicantsOffer/Deposit/Enroll Students
Delight-SatisfyStudents
Assist Students’ Success
GraduateStudents
• SEM as a life-cycle process:– David Kalsbeek, DePaul University, SEM IX
Building a Comprehensive Approach
The Missouri Perspective
Factors Most Noted in Choosing a College
• Majors & Career Programs Offered• Location/Campus Characteristics• Cost/Affordability• Campus Size/Safety• Characteristics of Enrolled Students• Selectivity
Student Trends in Missouri: 2010-2015
• Missouri high schools will likely graduate at least 5,000 fewer students
• HS student profiles will become more ethnically diverse
• One-third are not prepared for college level work
• Women will compose more than 57% of the college enrollments
SOURCES: WICHE 2008, MO DHE 2007
Percent of Population by Age Group and Race/Ethnicity in 2000 and Projected Percent of Population by Age and Race/Ethnicity from 2020 to 2040 Under Alternative Scenarios of Age/Sex and Race/Ethnicity-Specific Net Migration for the State of Missouri
Age Non-HispanicGroup White Black Hispanic Other Total
All Scenarios
<18 24.2 33.4 35.9 25.8 25.518-24 9.2 10.8 15.2 12.8 9.625-44 28.7 29.6 32.1 36.7 29.145-64 23.3 17.8 12.4 19.3 22.365+ 14.6 8.4 4.4 5.4 13.5
Assuming Rates of Zero Migration
2020
<18 22.4 29.1 24.5 19.4 23.218-24 8.3 10.1 12.0 8.9 8.725-44 25.9 29.0 31.6 26.5 26.445-64 25.9 22.0 24.4 30.2 25.565+ 17.5 9.8 7.5 15.0 16.2
2040
<18 21.6 27.2 21.7 16.0 22.318-24 8.7 10.4 9.1 6.7 8.925-44 24.8 26.8 26.4 23.1 25.145-64 24.8 23.2 26.8 25.2 24.665+ 20.1 12.4 16.0 29.0 19.1
So
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:
Th
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+70
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40 m
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+80
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om
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S&T’s Total Recruit Cycle
DECLINES IN MISSOURI’S
SCHOOL AGE CHILDREN • The 30-39 age cohort following the baby boomers is:
• much smaller, • having fewer children and • more are leaving the state than migrating in to
Missouri
• The 30-39 age cohort in Missouri declined from 820,280 in 2000 to 769,020 in 2004 - a decline of 51,260 in a four-year time period.
• Only 13 counties gaining school age children from 2000-2004
SOURCE: 2007 OSCEDA
Missouri = 9.6%
The Baby boom cohort is now concentrated in the 40-64 age range
Most families in that age range no longer have school age children living at home.
Projected Missouri Population – Number Growth from 2000 to 2020
(By Age and Race)
Source: National Systems of Higher Education Management Systems based on data from the U.S. Census Bureau, 2003
-3,844 -5,314
-57,435
275,074
306,072
39,981 14,676 14,467
54,445
29,47417,872
7,69420,350 21,730
8,851
-70,000
0
70,000
140,000
210,000
280,000
350,000
0 to 17 18 to 24 25 to 44 45 to 64 65 and Older
White Black Hispanic
SEM Ways to Succeed
• Increase Retention
• Reach-out Further
• Increase College Participation in Primary Markets
• Look for Different Student Markets
• Focus on Transfers from 2-year Colleges
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”
The Strategy of SEM
• Stabilizing enrollments• Reducing Vulnerabilities• Aligning EM with
Academic Programs• Stabilize Finances• Optimize Resources
• Evaluate Strategies and Tactics
• Improve Services• Improve Quality• Improve Access to
Information
Adapted from Jim Black, 2003
Reach Out Further - Think GlobalRolla, Missouri “The Middle of Everywhere”
All Students, Totals
United States 5,774 Other Countries 597 Total 6,371
ALASKA
CALIFORNIA
IDAHO
OREGON
WASHINGTON
MONTANA
WYOMING
UTAH
COLORADO
ARIZONA
NEW MEXICO
TEXAS
OKLAHOMA
KANSAS
NEBRASKA
SOUTH DAKOTA
NORTH DAKOTA MINNESOTA
WISCONSIN
IOWA
ILLINOIS
OHIOIN
KENTUCKY
WV
VIRGINIA
NO. CAROLINA
GEORGIA
FL
ALABAMA
MS
MISSOURI
ARKANSAS
LA
NEVADA
HAWAII
MICHIGAN
PENNSYLVANIA
NJ
NEW YORK CTMA
VT
NH
MAINE
TENNESSEE
CAROLINA
SO.
MD
DE
RI
DC
49
7
4
1
2
5
1
22
58
212
54
124
43
3
26
4,433
61
9115
11
5
21
16
430 16
15
21
16
23
1916
6
12
9
175
11
122 2
3
Geographic Origin of All Students - Fall 2008
Note: Geographic Origin is defined as student's legal residence at time of original admission to Missouri S&T. Source: Integrated Postsecondary Education Data System (IPEDS) frozen files, end of 4th week of classes. Revised 9-23-2008.
15
1
5
214
DC 2
50 or more students
10 – 49 students
1 - 9 students
No students
Legend
PUERTORICO
1
Armed Forces
Pacific & Europe
6
ADAIR
ANDREW
ATCHISON
AUDRAIN
BARRY
BARTON
BATESBENTON
BOONE
BUCHANAN
BUTLER
CALDWELL
CALLAWAY
CAMDEN
CARROLL
CARTER
CASS
CEDAR
CHARITON
CHRISTIAN
CLARK
CLAY
CLINTON
COLE
COOPER
CRAWFORD
DADE
DALLAS
DAVIESSDE KALB
DENT
DOUGLAS
DUNKLIN
FRANKLIN
GENTRY
GREENE
GRUNDY
HARRISON
HENRY
HICKORY
HOLT
HOWARD
HOWELL
IRON
JACKSON
JASPER
JOHNSON
KNOX
LACLEDE
LAFAYETTE
LAWRENCE
LEWIS
LINCOLN
LINN
MCDONALD
MACON
MADISON
MARIES
MARION
MERCER
MILLER
MONITEAU
MONROE
MORGAN
NEWTON
NODAWAY
OREGON
OSAGE
OZARK
PERRY
PETTIS
PHELPS
PIKE
PLATTE
POLK
PULASKI
PUTNAM
RALLS
RANDOLPH
RAY
REYNOLDS
RIPLEY
ST. CLAIR
SALINE
SCOTLAND
SCOTTSHANNON
SHELBY
STODDARD
STONE
SULLIVAN
TANEY
TEXAS
VERNON
WARREN
WAYNE
WEBSTER
WORTH
WRIGHT
MADRIDNEW
MISSIS-SIPPI
BOLLIN-GER
GIRARDEAUCAPE
WASHING-TON
JEFFER-
SON
ST
LOUIS
CITY
MONT-GOMERY
GAS-
CON-
ADE
SCHUY-LER
LIVING-STON
LOUISST
FRANCOISST
CHARLES
ST
PEMI-SCOT
GENEVIEVESTE
0
1
8
4
1
2
2
7
29
57 89 10
2
8
2
0
1
4
1
13
278
4
1 1
5 15
11 4
112
4
6
7
44
6
25
9
12
7
11
69
7 2615
53
4271058
117
22 139
210
29
17
12
1187
25
45
FRANCOISST 24
9
71511
6
6
11
42
20
305156
25
27
11
8
2024
8
2 2
814
6
49
6
620
142
14
8
42
18
5
610 10
19
44 6
7 15 1
6
11 24
4
11
13
3
5
611
7
Geographic Origin of Total Enrolled Students by County - Fall 2008
Note: Geographic Origin is defined as student's legal residence at time of original admission to Missouri S&T.Source: Integrated Postsecondary Education Data System (IPEDS) frozen files, 4th week after enrollment.Updated 9-23-08
Total Enrollment from MissouriMissouri 4,433Other Locations 1,938Total 6,371
9
39
50 or more students
10 – 49 students
1 - 9 students
No students
Legend
CALDWELL
2
S&T Pre-College Programs by Grade Level
R = residential C = commuter
Summer Programs 1 2 3 4 5 6 7 8 9
10
11
12
College Freshmen
C Camp Invention (1 week)
R Aerospace Camp (4 days)
R Robotics Camp (3 days)
RMissouri Academy for Youth Advancement (MAYA) (1 month)
R It's A Girl Thing! (3 day)
R Summer Solutions (girls) (1 week)
R Summer Research Experience
R Summer Research Academy
R Summer Transportation Instit. (1 month)
R Business Tech Week
R Jackling Introduction to Engineering (1 week)
RMinority Introduction to Technology & Engineering (MITE) (1 week)
R Nuclear Engineering Camps (1 week)
RC.H.I.P. Camp Computer Highly Interactive Program (4 days)
R Materials Camp (1 week)
R Explosives (1 week)
R Hit the Ground Running (3 weeks)
Helping Missouri Build a Stronger Pipeline of “STEM” Focused StudentsHelping Missouri Build a Stronger Pipeline of “STEM” Focused Students
Focus on OUTCOMES
Missouri S&T 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
New Ranking by Starting Salary!
Missouri S&T :
#25 among all universities in the nation
#1 among Midwestern universities
SOURCE: Payscale Inc, Wall Street Journal, July 30, 2008.
SEM Strategies for Success
1. Increase the College Going Rate2. Increase Retention3. Reach-out Further4. Increase College Participation in Primary
Markets5. Look for Post Retirement Student
Opportunities - Certificate Programs6. Focus on Transfers from 2-year Colleges7. Further develop Graduate Outreach and
Graduate Certificate Programs
Questions that Institutions Need to Consider:
• Is our faculty prepared to teach students who have different academic and personal backgrounds from current students?
• If more “at-risk” students are anticipated, are there any changes that might help ensure college completion?
• Does the campus (particularly the faculty and administrators) resemble in any way the composition of future student bodies?
• Does the institution want to intentionally target new groups of students or will it simply adapt to changes as they occur?
• What are the financial resources (including financial aid) necessary to meet the institution’s enrollment goals?
SOURCE: College Board, 2005
Strategic Enrollment Management Plan 2007-2011
• Increase Success of Students– Retention Rates– Graduation Rates
• Increase College Going Rate & Access1. Access & Affordability2. Pipeline of College Ready Students3. Strategic Partnerships4. Outreach/Education5. Scholarships
• Expanding Current Markets & Capturing New Markets1. Out-of-state students2. Transfer Students3. Female Students4. Underrepresented Minority Students5. International Students6. Graduate Students7. Nontraditional Students
QUESTIONS?
Jay W. GoffVice Provost and Dean for Enrollment Management
Missouri University of Science and Technology
Rolla, Missouri
www.enrollment.mst.edu
573-341-4378
Enrollment Performance Fall 2000 - 2008
2000 2001 2002 2003 2004 2005 2006 2007 20082000 -2008
changeUndergraduate 3698 3756 3849 4089 4120 4313 4515 4753 4912 33%Graduate 928 1127 1391 1370 1287 1289 1343 1414 1459 57%TOTAL 4626 4883 5240 5459 5407 5602 5858 6167 6371 38%
Enrollment By LocationOn-Campus 4393 4575 4848 4983 4936 5101 5389 5649 5764 31%Distance or On-Line 233 308 392 476 471 501 469 518 607 161%Enrollment By Ethnic GroupAmerican Indian/Alaskan Native 24 26 23 27 23 21 20 33 33 38%Asian-American 127 128 137 151 142 158 198 198 191 50%Black, Non-Hispanic 168 197 213 230 218 237 245 271 299 78%Hispanic-American 58 63 83 100 100 126 137 139 132 128%Non-Resident, International 590 723 819 749 600 565 585 619 674 14%Ethnicity Not Specified 171 179 209 253 298 253 250 242 248 45%White, Non-Hispanic 3,488 3,567 3,756 3,949 4,026 4,242 4,423 4,665 4,794 37%Total 4,626 4,883 5,240 5,459 5,407 5,602 5,858 6,167 6,371 38%
Total Minorities, Non-Caucasian US Citizens 377 414 456 508 483 542 600 641 655 74%% of Total 8% 8% 9% 9% 9% 10% 10% 10% 10%Under-Represented Minority US Citizens 250 286 319 357 341 384 402 443 464 86%% of Total 5% 6% 6% 7% 6% 7% 7% 7% 7%Non-Resident, International 590 723 819 749 600 565 585 619 674 14%% of Total 13% 15% 16% 14% 11% 10% 10% 10% 11%
Enrollment By GenderFemale 1,050 1,097 1,133 1,248 1,209 1,224 1,326 1391 1419 35%
23% 23% 22% 23% 22% 22% 23% 23% 22%Male 3576 3786 4107 4211 4198 4378 4532 4776 4952 38%
77% 77% 78% 77% 78% 78% 77% 77% 78%BOLD: Missouri S&T Record High
Classroom Utilization
Classroom Utilization Comparison
HOMESCHOOLED STUDENTS: Number and distribution of school-age children who were homeschooled, 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.