Strategic Enrollment Management KCTCS Big E Symposium Bob Bontrager April 30, 2013

AACRAO American Association of Collegiate Registrars and Admission Officers Nonprofit professional association based in Washington, DC 100 years, 11,000 members, 2,500 institutions, 40 countries Areas of expertise Strategic enrollment management Enrollment service operations Recruitment and retention strategies Financial aid utilization Academic /administrative coordination and collaboration Technology Implementations

Introductions Bob Bontrager, Ed.D. AACRAO Institutions Senior Director of AACRAO Consulting and SEM Initiatives Since 2007 Institutions Oregon State University: Associate Provost for Enrollment Management (President’s Cabinet), Director of Admission and Orientation, Graduate Faculty, Director of Partnership Programs Eastern Mennonite University: Vice President for Enrollment Management (President’s Cabinet) Arizona State University: Assistant Registrar

Presentation Outline Core Concepts of Strategic Enrollment Management Focus on Retention Implementing SEM

The Core Concepts of SEM

What is Strategic Enrollment Management (SEM)? Strategic enrollment management is a concept and process that enables the fulfillment of institutional mission and students’ educational goals.

The Purposes of SEM are Achieved by… Establishing clear goals for the number and types of students needed to fulfill the institutional mission Promoting students’ academic success by improving access, transition, persistence, and graduation Promoting institutional success by enabling effective strategic and financial planning Creating a data-rich environment to inform decisions and evaluate strategies

The Purposes of SEM are Achieved by… Improving process, organizational and financial efficiency and outcomes Strengthening communications and marketing with internal and external stakeholders Increasing collaboration among departments across the campus to support the enrollment program

The Core Concepts of SEM Feedback & Discussion

Focus on Retention

The Student Success Continuum Recruitment/ Marketing Classroom Experience Co-curricular Support Attain Degree/Goal Orientation Student’s University Career Financial Support Admission Academic Support Retention

Successful Completion Attends Lecture Series Leverages Learning Center resources Books in stock at Bookstore Placement Test Prep Effective degree audit Financial Aid Support CONNECTION ENTRY PROGRESS COMPLETION Clean petition process Effective Orientation Join club / participate in student org Potential First Time Student Completes SEP Library Orientation Successful Completion Good impression from campus visit Effective Early Alert program Talk to Univ. Rep / Employer User-friendly application process Powerful learning experience in classroom Connecting with faculty outside classroom Get accurate perception from HS counselor Meet with college outreach professional Faculty Letter of Recommendation / intro to network Intrusive Counseling

The Student Success Continuum Traditional Enrollment Perspective Classroom Experience Co-curricular Support Recruitment/ Marketing Attain Degree/Goal Orientation Student’s University Career Financial Support Admission Academic Support Retention

The Student Success Continuum SEM Perspective Classroom Experience Co-curricular Support Recruitment/ Marketing Attain Degree/Goal Orientation Student’s University Career Financial Support Academic Support Admission Retention

The Student Success Continuum SEM Perspective Classroom Experience Co-curricular Support Recruitment/ Marketing Attain Degree/Goal Orientation Student’s University Career Financial Support Academic Support Admission Retention

Retention Example Rethinking Admissions Criteria: Noncognitive Assessment

What is Noncognitive Assessment? Noncognitive Variables Self- Concept Realistic Self- Appraisal Handling System/Racism Long- Range Goals Leadership Strong Support Person Community Nontraditional Learning Dr. William Sedlacek

Why consider noncognitive assessment? OSU: enrollment growth  selective admissions Affirmative action challenges Limitations of traditional admission criteria Data

College Board * OSU Data (Correlation with 1st Yr OSU GPA; R-Squared Values) AfAm APA Hisp NatAm Cauc Total HS 0.08 0.14 0.12 0.18 0.14 0.15 GPA 0.12 0.28 0.15 0.38 0.29 0.28 SAT 0.09 0.15 0.07 0.12 0.10 0.13 0.04 0.23 0.004 0.17 0.15 0.14 GPA+ 0.14 0.23 0.19 0.30 0.20 0.23 SAT 0.15 0.37 0.17 0.46 0.33 0.31

Insight Resume Community service Explain what you have done to make your community a better place to live. Give examples of specific projects in which you have been involved over time. Handling systemic challenges Describe your experiences facing or witnessing discrimination. Tell us how you responded and what you learned from those experiences and how they have prepared you to contribute to the OSU community. Goals/task commitment Articulate the goals you have established for yourself and your efforts to accomplish these. Give at least one specific example that demonstrates your work ethic/diligence.  

Insight Resume Leadership/group contributions Describe examples of your leadership experience in which you have significantly influenced others, helped resolve disputes, or contributed to group efforts over time. Consider responsibilities to initiatives taken in or out of school. Knowledge in a field/creativity Describe any of your special interests and how you have developed knowledge in these areas. Give examples of your creativity: the ability to see alternatives; take diverse perspectives; come up with many, varied, or original ideas; or willingness to try new things. Dealing with adversity Describe the most significant challenge you have faced and the steps you have taken to address this challenge. Include whether you turned to anyone in facing that challenge, the role that person played, and what you learned about yourself.

Implementation Group of 30 scorers Scoring Loading scores into SIS Cross-department representation Intensive training Read 20 IRs per hour Scoring Range: 1-3 Scoring guide Loading scores into SIS Scholarship awarding Academic advising Quarterly feedback forums

80.5% 85.3% Outcomes First year GPA: No correlation First- to second-year retention 80.5% 85.3%

Focus on Retention Feedback & Discussion

Implementing SEM

SEM Organizational Framework Executive Leadership Institutional strategic plan, approval and champions of strategic enrollment goals and initiatives SEM Steering Committee Long-term enrollment goals, securing the approval of strategies through appropriate institutional channels, communication with Executive Cabinet Recruitment Council Develop 3-4 strategic goals for new student recruitment; review and approve sub-committee action plans; recommend to SEM Steering Committee Retention Council Develop 3-4 strategic goals for retention and graduation; review and approve sub-committee action plans; recommend to SEM Steering Committee 3-4 Sub-Committees Action plans, time lines and metrics for each strategic goal 3-4 Sub-Committees Action plans, time lines and metrics for each strategic goal Data Team Environment scanning, student enrollment behavior research, enrollment models, provide data to councils as needed

Additional requests, clarifying questions SEM Process Framework New or revised goals Data gathering and assessment: Internal culture/ environment, student enrollment behaviors and scan of external environment Process steps Performed by Smaller group of staff and faculty adept at economics and data use Use data results to establish focused goals each for recruitment, retention, service, etc., and enrollment projection models Goals recommended by SEM Recruitment and Retention Councils; models developed by Data Team Approve strategic goals and enrollment projection models Executive leadership, SEM Steering Committee Develop action steps, accountability, and metrics SEM councils and sub-committees Implement action steps Appropriate staff and faculty departments Monitor progress, Report results to campus and executive leadership SEM Steering Committee, Chief Enrollment Officer Additional requests, clarifying questions to goals Changes Mid-course adjustments Align institutional strategic plan with broad enrollment targets and desired mix of students

SEM Planning Framework Tactics Strategies Enrollment Infrastructure Strategic Enrollment Goals Data Collection and Analysis Key Enrollment Indicators Institutional Strategic Plan Sustainable Enrollment Outcomes

SEM Planning Framework Sustainable Enrollment Outcomes Tactics Strategies Enrollment Infrastructure Strategic Enrollment Goals Data Collection and Analysis Key Enrollment Indicators Institutional Strategic Plan Clarity of institutional mission, vision, goals Core competencies Strategic direction Aggregate enrollment goals

SEM Planning Framework Student categories: first year, transfer, dual enrollment, voc/tech, developmental ed, certificate, face-to-face/online, etc. Desired student groups: racial/ethnic diversity, academic ability, 1st gen Geographic origin: local, regional, Recruitment, retention, completion Institutional capacity Sustainable Enrollment Outcomes Tactics Strategies Enrollment Infrastructure Strategic Enrollment Goals Data Collection and Analysis Key Enrollment Indicators Institutional Strategic Plan This is the start of a definition of the enrollment mix and more informed by mission and overall plan and yet to be sharpened by data and scanning

SEM Planning Framework Sustainable Enrollment Outcomes Internal benchmarks: KEI numbers over the past 3-5 years Environmental scan Demographics Economics Market opportunities Competition Institutional research plan: designated reports and production schedule Tactics Strategies Enrollment Infrastructure Strategic Enrollment Goals Data Collection and Analysis Key Enrollment Indicators Institutional Strategic Plan

SEM Planning Framework Sustainable Enrollment Outcomes Tactics Strategies Enrollment Infrastructure Strategic Enrollment Goals Data Collection and Analysis Key Enrollment Indicators Institutional Strategic Plan 5-10 year KEI targets Focus: the institution’s desired future Based on: mission, data, and environmental scanning This is a sharper definition of the KEI’s in the earlier slide, informed and shaped by data

SEM Planning Framework Sustainable Enrollment Outcomes Staffing: skill sets, strategic deployment Systems: policies, procedures, technology Capacity for making effective enrollment decisions : positions, reporting lines, committees Tactics Strategies Enrollment Infrastructure Strategic Enrollment Goals Data Collection and Analysis Key Enrollment Indicators Institutional Strategic Plan

SEM Planning Framework Sustainable Enrollment Outcomes Increase new students of specified types Increase retention rates, specifically by student types Utilize emerging technologies Financial aid/scholarships Academic programs: mix and delivery systems Tactics Strategies Enrollment Infrastructure Strategic Enrollment Goals Data Collection and Analysis Key Enrollment Indicators Institutional Strategic Plan

SEM Planning Framework Marketing/branding initiatives Academic program review Multilingual recruitment materials Targeted interventions for students in high risk courses Enhanced academic advising Streamlined admission procedures Purchase a new CRM system Sustainable Enrollment Outcomes Tactics Strategies Enrollment Infrastructure Strategic Enrollment Goals Data Collection and Analysis Key Enrollment Indicators Institutional Strategic Plan

SEM Planning Framework Consistently meeting goals over the long term Enabling more effective campus-wide planning Revisions to the institutional strategic plan Academic planning: curriculum, faculty needs Facility planning Financial planning Achieving the institution’s desired future Sustainable Enrollment Outcomes Tactics Strategies Enrollment Infrastructure Strategic Enrollment Goals Data Collection and Analysis Key Enrollment Indicators Institutional Strategic Plan

Implementing SEM Feedback & Discussion

Resources SEM Conference, November 10 - 13, Chicago New SEM Quarterly journal College & University journal AACRAO books (www.aacrao.org/publications/) SEM: Transforming Higher Education (2012) SEM in Canada (2011) SEM at the Community College (2010) SEM and Institutional Success (2008)

Thank you! Bob Bontrager bontrager@aacrao.org