Evolution of a Community College Enrollment Management Plan Washington State Career & Technical Education Public Information Officer’s Quarterly Meeting April 18, 2008 Alicia MooreRon Paradis Dean of Student & Enrollment ServicesDirector of College Relations * *

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 Technical Instructional Administration Fiscal Services Continuing Education and Branch Campus Academic Advising Admissions & Records Institutional Research Financial Aid Executive Team/President’s Cabinet Getting on the Same Page: SEM Training/SEM Model Institutional Overview Enrollment History Funding 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: through  Credit: High of 5.4% ( ); low of 3.6% ( & )  Non-credit: High of 6.3% ( ); low of 4.4% ( )  Total: High of 11.8% ( ); low of 6.1% ( ) Part-Time Enrollment  More students are attending COCC part-time, with only 13.5% of enrollment attending full-time (940 of 6,969 students).

Data Conclusions, cont. Residency  Between and , 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 , the in-district penetration rate will be 9% (highest rate was 11.8% in ; lowest was 6.1% in ); includes those taking credit and non-credit classes. StrategyTBD Assessment TBD Service to the College District GoalBy the end of , double the number of courses offered in Madras, Prineville, Sisters and LaPine, based on community need (140 classes offered in ); 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 Programs By the end of , 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 Students GoalBy the end of , 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 Students GoalBy the end of , 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 & Outreach GoalIncrease 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 Strategies GoalDevelop 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 Scheduling GoalSupport 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 & Programs GoalEach year through , 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) Programs GoalIn , 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 (current headcount is 1477).

Next Steps Board Discussion on Mission Elements Goal Shopping: Academic Department Chairs Career & Technical Council Deans & Directors Student Services Division Adult Basic Education Division Community 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 Team B: Enrollment Management Model C: Data Summary * Included in abbreviated version of plan

Questions & Comments Alicia Moore Dean of Student & Enrollment Services Central Oregon Community College * Ron Paradis Director of College Relations Central Oregon Community College *