Induced Course Load Matrices An analysis of changes in course credit hour production by student source Brought to you by the fine folks of: The Office of Information Management and Institutional Research Enrollment Management Council June 17, 2005

Overview  Self-administered quiz  Introduction to the ICLM  Finding the answers to the quiz  Focused Analyses  Sources of students  Trade balance: Credits taken v. credits taught  Appendices  Details on who is taking your courses  Details on what courses students are taking  for schools with multiple course disciplines  The role of the ICLM in enrollment planning and other uses  Discussion

The ICLM  Rows represent School course offerings  Columns represent enrolled students  Major School affiliation  Four versions provided  1. Number of credits  Row percentages (who is taking the courses)    4. Changes from to  Total (undergraduate and graduate combined)  Undergraduate and graduate separately

What to Look for in the ICLM  Percentage of your courses taken by your students (diagonal)  Major “feeders” of students, e.g., UC, Grad  Other Schools where your students take courses  Largest changes over last five years  Similar schools/similar patterns?

Special Analysis 1  Who is taking your courses?  Three major categories  “Own” students  Other Schools’ Students  UC (undergraduate) Grad School (graduate)  UC further delineated by Your “intended” majors Other School’s “intended” majors Undeclared/exploratory

Special Analysis 1 (cont.)  Distribution across source categories  , , change  Campus percentage benchmarks  Excludes Columbus, Grad, Cont. Studies, UC

What to Look For in SA1  How do your percentages compare to…  Campus benchmarks?  Other Schools you think are similar?  Dependence on University College  Role of “pre-own” majors  Changes over last five years

SA2: Trade Balance 1.How many credits do your students generate compared to how many credits are generated in your courses? 2.How many credits do your students generate in other Schools’ courses compared to how many credits other Schools’ students generate in your courses 3.Differences in undergraduate and graduate patterns 4.Changes over last five years

Appendices  Further detail on who is taking School courses  Source by Major Department within School  Available for all schools  Varying complexity  Further detail on what courses students are taking  Within school credits disaggregated by disciplines  Available only for schools that have multiple disciplines

ICLMs and Enrollment Planning  Model cost impacts of enrollment changes  Rather than School as source (or in addition to), use  Student entry status (new beginner, transfer, intercampus transfer, or returning)  Geographic origins (Marion, Surrounding Counties, Rest of State, Out-of-State, International)  Gender, race/ethnicity, age, etc.

ICLMs and Enrollment Planning  Part of the “big picture” forecasting model  Forecast how many new students will come and how many existing students will return by “category”  Use ICLM patterns from prior year by category to forecast where those students will generate credits  Adjust for known changes in curriculum or offerings  Explore inter-relationships to identify potential collaborations