Will Barratt - Professor, Department of Educational Leadership Christopher Childs – Research Analyst, Student Success Linda Ferguson - Associate Director, Institutional Research Tom Green – Managing Consultant, AACRAO 2013 AACRAO Strategic Enrollment Management Conference

1. Setting the stage 2. Providing examples and references 3. Facilitating meetings 4. Developing appropriate organizational structure 5. Keeping the planning on track 6. Keeping the committee members on track

ISU SEM Organization Framework SEM Steering Team High level guidance Enabler of cross-unit planning and action Reviews and approves recommendations of the Councils Student Success Council Development of strategic goals and assessment framework Visions opportunities for action and improved focus of activities and energy Supports work of Subcommittees Recruitment Council Development of strategic goals and assessment framework Visions opportunities for action and improved focus of activities and energy Data Team Environmental scanning Student enrollment behavior research Retention and success modeling Providing data to inform planning and action Tactical Subcommittees Action planning & execution Timelines and metrics Activity assessment Tactical Subcommittees Action planning & execution Timelines and metrics Activity assessment

Research Introduction Setting the Stage for SEM Planning Tracking Progress The Role of the SEM Data Team

 Political considerations  Skill considerations  Credibility considerations

 Linda Ferguson – Institutional Research  Jerome Cline – Institutional Research  Chris Childs – Student Success  Charlene Shivers – Financial Aid  Deirdre Mahan – Admissions  Julie Cuffle – Information Technology  Tess Avelis - Registrar  Will Barratt – Educational Leadership  Catherine Tucker – School Counseling

Research Introduction Setting the Stage for SEM Planning Tracking Progress The Role of the SEM Data Team

SEM Kickoff Presentation Preparation Environmental Scan & Enrollment Behavior Determine content Use pictures (graphs, charts, maps) Engage the audience Be able to clarify (source, timeframe, context)

Our charge: Describe the internal and external factors that will influence our institution’s SEM planning. What would you include? Environmental Scan Purpose

State Policy Demographics Preparation Affordability Enrollment Environmental Scan Components

Enrollment and Retention Behavior (Tell your retention story) Comparison to competitors & peers Describe differences among groups Income (Pell-recipients) Type of admission Ethnicity Region Survey findings BCSSE/NSSE Mapworks

a) 8% b) 18% c) 28% d) 38%  General Diploma Graduates - 66%  Core40 Graduates - 38%  Core40 with Honors - 7% SEM Kickoff Audience Participation

Source: Indiana Department of Education

Year 4 Year 4+? 1 of the 2 students who don’t return after the first year transfer elsewhere

Main Year Grad Rate1st Year Retention Rate Illinois State University69.00%83.00% Ball State University58.30%78.00% Central Michigan University57.20%77.00% East Carolina University56.80%76.00% Indiana University of Pennsylvania-Main Campus54.20%74.00% University of Northern Colorado49.30%70.00% Louisiana Tech University46.40%72.00% The University of West Florida45.30%71.00% East Tennessee State University42.50%67.00% Indiana State University40.40%66.00% For our type of institution, our retention rates are appropriate Source: AACRAO SEM Consulting Potential Retention & Graduation Peers

Research Introduction Setting the Stage for SEM Planning Tracking Progress The Role of the SEM Data Team

Survey results National Survey of Student Engagement Beginning college Survey of Student Engagement Faculty Survey of Student Engagement Map-Works Fall Transition Survey Clearinghouse Data Regression and Cluster

Our Select 6: Central Washington University Eastern Kentucky University Indiana University-Purdue University (Fort Wayne) University of Akron University of Southern Indiana Western Kentucky University

Source: National Student Clearinghouse

All Students

 What pre-college factors are related to fall to fall retention?  What during-college factors are related to fall to fall retention? ◦ 2011 – 2012 ◦ 2012 – 2013

 A two step cluster is a way to find important characteristics that are different between two groups  Our cluster will find important characteristics that describe students who stay from the first fall semester to the second fall semester.

1. Focused on variables that the institution could change 2. Conducted a Binary Logistic Regression to find variables that were predictive of retention 3. Ran several clusters and picked variables that were most important but did not overwhelm other variables in the cluster analysis

Core Demographics Pre-College Factors First year Academic Factors First year Co-curricular Factors Retention

 Gender  Ethnicity  Country of Origin  State of Origin  Zip code of Origin  County of Origin  Child of ISU Alumni  Relative of ISU Alumni  MeritSchol  Type of Admission  Oncampus/Offcampus  ResHall  MAP-Works: Fraternity or Sorority  Family Income  High School Name  High School State  High School County  High School Zip  21 st Century Scholar  Military  Pidm  Cohort Year  Pell Indicator  Honors Program  First Generation Indicator  International Student

 High School Grad Date  High School GPA  High School Percentile Rank  High School Class Size  ACT Test Scores  SAT Test Scores  SAT to ACT Composite  Application Date  Hoosier Boys State/Girls State  Pre Application Hours  High School Extra Curricular Activities  Summer Honors  H.S Athlete

 College  Dept  Major  MAP-Works: Class Attendance  MAP-Works: Class Participation  MAP-Works: Communicate with professors outside of class  MAP-Works: Know what is expected of you to be successful in class  MAP-Works: Do family obligations interfere with course work  MAP-Works: Number of Courses taking  MAP-Works: Class Participation  MAP-Works: How many courses are you struggling in  Remedial Math Year 1 Indicator  MAP-Works: Satisfied Academic Life  MAP-Works: Do you know what is expected of you in your classes?  Midterm Deficiencies  Fall Term GPA  Fall GPA Hours  Took Remedial Math  Took Math  Took Communication 101  Freshmen Writing  Visited Math Computer lab  Participated in tutoring  Fall Academic Standing  First Year Academic Standing  Three week attendance  Fall Enrollment Hours  Fall Attempted Hours  Supplemental Instruction Attendee

 MAP-Works: Meeting people you like (peer connections)  MAP-Works: Time spent sleeping  MAP-Works: Time spent socializing  MAP-Works: Attend student functions  MAP-Works: Communication with parents  MAP-Works: Choice of Institution  MAP-Works: Commitment to ISU  MAP-Works: Financial Means  MAP-Works: Intramural Sports  MAP-Works: Student functions  MAP-Works: Volunteer  MAP-Works: Leadership Position  MAP-Works: Adjustment to Living on- campus  MAP-Works: How many roommates do you have  MAP-Works: Roommate Problems  MAP-Works: Satisfied with Social Life  MAP-Works: Belong to a learning community  Community service  Visited the Rec Center  Attended ISU Performance  Attended ISU Athletic Event  Participated in Intramural Sports  Financial Holds  Student Judicial Holds  Student Athlete 1 st year  Organization Count  Organization Member  African American Cultural Center Attendance  Isucceed Program indicator  Spring Persistence  Fall 1 to Fall 2 retention

 Participation in ISU events and student organization events were the most important variables in clusters

 Clusters indicate that students with the higher levels of student participation at ISU events and in student organizations had higher retention rates

 It may not be the events themselves that caused students to come back but factors associated with the event

How could the first year at ISU better engage students with our expectations for them, academically?

Social engagement appears to have a strong impact on our first-year students: What are the opportunities to leverage this to improve their academic performance? How can we identify and engage those students who show greater risk for lack of social engagement, early in their first semester?

Research Introduction Setting the Stage for SEM Planning Tracking Progress The Role of the SEM Data Team

Purpose Projects enrollment over the life of the SEM plan Illustrates the impact of changes in cohort sizes and retention rates Based on long-range enrollment goals New freshman, transfer and/or graduate cohort sizes Differential retention rates for groups within each cohort One-year Retention Rates ActualGoals Fall 2012 Cohort CategoryFall 2010Fall 2011Fall 2012Fall 2013Fall 2014Fall 2015Fall 2016Fall 2017 Actual First-time, full-time bachelor's degree seekers All 58.1%60.6%61.0%63.0%65.0%67.0%69.0%70.0%63.5% African-American 43.2%51.6%52.0%53.0%54.0%55.0%56.0%58.0%52.5% Pell Recipients 51.1%56.5%57.0%59.0%61.0%63.0%64.5%66.0%57.6% 21st-Century Scholars 57.1%56.6%58.0%60.0%62.0%64.0%66.0%68.0%61.2% New BDS Transfer students64.6%65.2%67.0%69.0%71.0%72.0%73.0%74.0%67.9%

 Reviewing SEM Tactical Committee plans  Getting data  Helping with analyses  Creating a climate of data based decisions

Frequency of Measurement Reported to Whom Expected Outcome Data used for measurement Location of data/system Metric Provider Data Team Questions/Comments Number of academic-focused student organizations Annually AVP for Student Success & VP Student Affairs Annual 10% increase over baseline year Counts of academic student organizations Banner & OrgSync records Metrics Are we going to use OrgSync or BANNER? How can we determine which are academic? Cocurricular data in BANNER does not specify this. (See note below) Number of students involved in residence hall living- learning communities AnnuallyAVP of Student Success Annual 10% increase in number of students involved Counts of students involved Department of Residential Life BANNER Residential lifeThis needs to be tracked and stored in BANNER and/or the data warehouse so that it can be tied to retention, performance, etc. Can we measure the level of student engagement? A lot of this should go into data warehouse when it is fully operational. We have definitional issues – themed floors vs living learning communities.

Goal 1 Initiative 12C: Augment college-going education for admits and families via multi-media tool entitled Sycamoreology

Will Barratt - Christopher Childs – Linda Ferguson – Tom Green –