1. Addressing the Downward Prospective Student Market Trends for Engineering Majors: UMR’s New Pipeline A Strategy for Growing Engineering Enrollments of Women and Underrepresented Students Cecilia Elmore, Women’s Leadership Institute Jay Goff, Enrollment Management Marcus Huggans, PH.D., Student Diversity Programs University of Missouri-Rolla www.umr.edu

2. Overview l Quick introduction to UMR l Student Market Data focused on Women and Underrepresented Students l How UMR has Responded to Embrace an Aggressive Strategic Plan for Campus Wide Diversity

3. Program Deliverables l Current, National Student Market Data for Engineering Fields l A Review of Recruitment Data Tools and Reports l An Enrollment Model Position for Expanding Diversity Programs in Light of Shrinking Budgets l Ideas for Regular Program Assessment

4. Rolla, Missouri “In the Middle of Everywhere” l Population: 17,000 l South-Central Missouri »95 miles to St. Louis »100 miles to Springfield »90 miles to Columbia »35 miles to Ft. Leonard Wood l Top 100 U.S. Small Towns Top 100 U.S. Small Towns l Not Overly Diverse »White persons 93.2% »African American 1.5% »American Indian and Alaska Native 0.6% »Asian-American 2.4% »Not reported: 2.3%

5. History l Founded in 1870 as the University of Missouri School of Mines and Metallurgy »The first technological institution west of the Mississippi River and one of the first in the nation. l Became the University of Missouri-Rolla in 1964 »curricula expanded to encompass the full range of engineering and scientific subjects; BS, MS, Ph.D. »Grew to include 18 engineering degrees l 2001 UM Board of Curators approved a new school of management and information systems

6. Enrollment Enrollment STRATEGIC PLAN GOAL: Grow to 6500-7000 Students »TOTAL Enrollment5400 »Undergraduate Students4100 »Graduate Students1300 »Freshman class 900* * 2003, 2004 Largest New Student Classes in 15 years Class Locations Campus: 91% Distance: 9%

7. UMR's Academic Major Distribution by Headcount

8. Enrollment Trend New Enrollment Management Plan initiated in 2001

9. Undergraduate Demographics l Average Age: 21.6 years old l Gender: »23% Female »77% Male l First Generation College Students: »2004-05: 39% l Residency: »Missouri Residents: 76% »Out-State Students: 24% l Ethnicity: »African-American: 4% »Asian-American: 3% »Caucasian: 83% »Hispanic: 2% »Native-American: 1% »Non-resident, International: 2% »Not Disclosed: 5%

10. On-Campus Enrollment By Gender

13. Current Student Success l Retention Rates, 2004 »General Student Body:85% »Female Students:90% »Minority Students:91% »CAMPUS GOAL:87% l Graduation Rates, 2004 »General Student Body:63% »Female Students:69% »Minority Students:71% »CAMPUS GOAL:70%

14. Student Market Data

15. +9 > 20 % +11% to +20% 0% to +10% Decreases -11 +7 +12 +4 -22 +11 +53 +7 -10 +9 +20 -20 -6 -8 +7 +2 -11 +5 -4 +16 +13 +5 -7 -6 -8 -4 -12 +3 -2 -3 +8 +3 +2 -3 +4 -7 +6 -3 +9 Projected Change in High School Graduates 2002-2012 +3 +10 -10 0 -2 -10 -17

16. Additional Need to Focus on Diversity & Pipeline Markets SOURCE: U.S. Department of Education, National Center for Education Statistics, State Public Elementary and Secondary Enrollment Model, and State Public High School Graduates Model. May 2002.

17. ACT Policy Report, May 2003

18. *Study and comprehensive policy report examining twelve-year trends and including over 750,000 ACT test takers. l "The future of engineering in the U.S. may be in jeopardy," said Richard J. Noeth, director of ACT's Office of Policy Research and a co-author of the study. "We don't have the numbers of prospective students, and many of those students aren't prepared. The science of engineering impacts many important aspects of our day-to-day lives... so these findings should not be taken lightly.” l The future of diversity in U.S. engineering is also in question. Not only have fewer students expressed interest in engineering careers, but also fewer females and minorities. l "Engineering is a good, high-paying occupation which is likely to be growing in the future," Noeth said. "It should be a very attractive and popular field of study for today's top high school students. Unfortunately, that doesn't appear to be the case." l "If we want a viable engineering workforce in the future, we must work diligently to better prepare and recruit more able females and minorities to the field so that it better represents our changing population.“ ACT Social Policy, May 2003 Maintaining a Strong Engineering Workforce Report*

20. High School Graduates Interested in Engineering Majors

21. % of College Bound Students Selecting an Engineering Major

22. Female High School Graduates Interested in Engineering Majors

23. Potential Minority Engineering Majors

24. AIM: Using ACT Data to Improve Recruitment & Yield through Predictive Modeling

25. Missouri’s 2004 Student Funnel for All Engineering Fields l High School Seniors:61,378 l High School Graduates:57,573 l ACT Testers/College Bound: 42,862 l Any Engineering Interest, all scores:1,599 l Engineering Interest, +21 comp. score: 1,102 (21 = MO average score / 50%) l Engineering Interest, +24 comp. score: 807 (24 = UM minimum for auto admission) l UMR’s Freshmen Engineering Majors 520 from Missouri

26. Missouri’s 2004 Female Student Funnel for Engineering High School Seniors:30,332 High School Graduates:26,692 ACT Testers/College Bound: 23,571 Any Engineering Interest, all scores:236 Engineering Interest, +21 comp. score: 182 (21 = MO average score / 50%) Engineering Interest, +24 comp. score:138 (24 = UM minimum for admission)

27. Missouri’s 2004 African-American Student Funnel for Engineering l High School Seniors:8561 l High School Graduates:7536 l ACT Testers/College Bound: 3850 l Any Engineering Interest, all scores:167 l Engin. Interest, +21 comp. score: 36 (21 = MO average score / 50%) l Engin. Interest, +24 comp. score:15 (24 = UM minimum for auto admission)

28. Understanding Psychographic Data “Lifestyles” of Female Engineering Students Lifestyle Segmentation System PRIZM is the most widely used neighborhood target marketing system in the United States. Claritas founded the U.S. geodemographic industry when it launched the first PRIZM segmentation system in 1974. UMR students studied Claritas reports which categorized current and prospective female students by PRIZM segments to attempt to develop an interest segmented marketing approach. http://www.clusterbigip1.claritas.com

29. PRIZM segments l Consumer segmentation and targeting systems used to classify U.S. households l Based on demographic, socioeconomic, housing, and consumer demand data l Groups of people with similar common interests, behaviors, and purchasing patterns at similar points in their lives l Also called Clusters l There are 60+ different cluster groups in existence among the women of UMR. l The majority of women at UMR fall into 11 major clusters.

30. Top UMR Female PRIZM Segments 1. (20) Fast-Track Families – Landed Gentry 2. (33) Big Sky Families – Country Comfort 3. (51) Shotguns & Pickups – Middle America 4. (37) Mayberry-ville – Country Comfort 5. (13) Upward Bound – 2 nd City Society 6. (5) Country Squires – Landed Gentry

31. Summary of Female Prospects l Demographics: »Mostly white, with some Asian and American Indian »Come from a variety of class families ($36,165 to $80,044) »Predominantly from suburban or rural areas. l Psychographics: »Enjoy variety of activities, ranging from hunting and fishing to country club sports to staying home watching TV. »Buy a lot of electronics and sporting equipment.

32. Best Communication Topics to Reach the Prospective Female Tech Students l Technology l Sports l Outdoors l Reading

33. Results from 2003-04 University Wide Diversity Initiative Student Diversity Programs Women’s Leadership Institute Center for Pre-College Programs Taking One 30 year-old Program and Expanding it to Three

34. Strategic Plan Enrollment Goals l GOALS: Enrollment Diversity l Overall Enrollment of 6000 (5500 on campus, 500 off campus programs) »New Student Goals –900 students first-time freshmen –425 transfer students –425 graduate students –total of 1750 new students overall

35. GOAL for Diversity Initiative l Create a University-wide recruitment and support system to further increase the number of under-represented minority and female students attending and graduating from UMR. l The new program will work to preserve and learn from the successful elements developed in UMR’s long- standing MEP model. l Ultimately the new programs will coordinate with other campus units to match or exceed the enrollment and retention goals defined in UMR’s Strategic Enrollment Plan and provide support for students in all UMR majors.

36. University Wide Student Diversity Initiative Focus Points RECRUITMENT STUDENT LIFE ACADEMIC SUPPORT

37. New Diversity Initiative Structure Enrollment Management, Dean JAY GOFF Women’s Leadership Institute Director CECILIA ELMORE, P.E. Student Diversity & Academic Support Programs, Director DR. MARCUS HUGGANS Center for Pre-College Programs, Director Floyd Harris

38. Programming Focuses l Market Specific Recruitment Plans l Retention & Academic Support Plans l Student Organizations l Scholarships & Fundraising l Mentoring & Advising l Summer Camps & Workshops l Student Resource Areas

39. The SDP’s mission is to identify, enroll, and develop talented under-represented students, and prepare them for corporate and community leadership. The SDP provides a number of activities and programs for students to learn how to obtain academic and professional success. Its goals encourage student involvement and strategic leadership in campus and community organizations through involvement. Objective: Create a more diverse culture at UMR. l Goal 1: (Recruitment/Enrollment) Increase enrollment of underrepresented students at UMR to 10% of Total Undergraduate Student Population by 2010. l Goal 2: (Fundraising) Develop and execute strategies to raise scholarship funding and endowments as to provide: l Goal 3: (Retention) Provide appropriate Academic & Personal Support Systems that enhance student success. This activities should Develop a culture that compels students to return, contribute, and mentor. (7 – Week Bridge and Master Student) l Goal 4: (Full-Circle) Leverage MEP’s graduates for mentoring, contributions, leadership, and campus involvement. The ultimate goal of the four year program is to enable more students to be ready to persist through the rigors of academia and equip them with the necessary leadership skills to immediately be an asset to corporations and the community. Student Diversity Programs Mission Statement & Goals

40. UMR Student Diversity Programs (SDP) Student Mentors Master Student Program Scholarships MEP (Minority Science & Engineering Program) Special Campus Programs, Speakers, & Resources Outreach, Recruitment & Retention SDP STRUCTURE

41. SDP Activities Fundraising - Scholarship Fundraising and Distribution Retention – 7 Week Summer Bridge Program, Master Student Classes, 3.0 Banquet, Mentoring/Student Academic Counseling, Welcome Back Picnics, etc. Recruitment – NSBE PCI,SHPE Se Si Puede, Admissions Diversity Showcase/Open House/PRO, 37 High School visits in St. Louis and Kansas City, and Student Professional Conferences (i.e. NSBE, SHPE, etc.) Encourage Residential College Learning Communities Guest Lecturers – Dr. Pamela McCauley-Bell, Mr. Kenneth Morgan, etc. Alumni Spotlight/ MEP 30 th Anniversary MEP/Student Organizations – NSBE, SHPE, & SWE Resource Center – Alcoa Study Center Corporate Professional Growth – Night to Network, Professional Society Meeting, etc.

42. MEP WEBSITE

43. SDP WEBSITE

44. Under-represented Student Websites l Student Diversity Programs Website »http://campus.umr.edu/studiv/ l Minority Science & Engineering Program Website »http://campus.umr.edu/mep/http://campus.umr.edu/mep/ l Information about Under-represented Minority Students Programs and Funding »Events Calendar »Scholarship Applications »Scholarship Criteria

45. A Women’s Leadership Institute? Developing an umbrella unit from a strengths-based assessment

46. The WLI’s mission is to serve as an Educational and Professional Development Resource Center for all UMR Students. The WLI provides a number of activities and programs for students to learn about leadership from the female perspective. Its goals encourage student involvement and strategic leadership in campus and community organizations. The ultimate goal of the two year program is to enable more students to be ready to assume leadership and management positions after completing their studies at UMR. Women’s Leadership Institute Mission Statement & Goals Goals: 1. Increase the number of female first-time freshman to 285 for FS2005 2. Increase the female first year retention rate to 92% 3. Increase the 6-year graduation rate to 70% for female students 4. Increase the number of students participating in the Women As Global Leaders Class and Living Learning Community to 90 students

47. UMR Women’s Leadership Institute (WLI) Scholarships Women As Global Leaders Class/ Res College Speakers Bureau WISE (Women in Science & Engineering) Special Campus Programs, Mentoring & Resources Outreach, Recruitment & Retention

48. WLI Activities l Scholarship Fundraising and Distribution l Women as Global Leaders Class l Residential College Learning Communities l Guest Lecturers l Women’s Hall of Fame/WISE 30 th Anniversary l Recruitment Events-EYH, Lock-Ins, Summer Programs, Joint events with Admissions and PRO l Workshops and joint events with SDP/MEP-Night to Network, Welcome Back Picnic, Graduation Receptions, Craft Nights l WISE/Student Organizations-SWE Resource Center/Library Mentoring Programs-MentorNet Professional Development-Conferences, workshops

49. Enrollment Progress for Fall 2005 WLI l 336 admitted women l 142 with enrollment deposits l 62 WISE scholarship accepts SDP l 104 admitted minority students l ?? with enrollment deposits l 36 MEP scholarship accepts

50. WLI WEBSITE http://wli.umr.edu

51. WISE WEBSITE http://wise.umr.edu

52. How Campus Can Help the Diversity Initiative Prosper l Support Activities through attendance, internal promotion, and encouraging the campus community to participate. l Serve on the SDP or WLI Campus Advisory Boards and Committees l Include a diversity component in your research and gift proposals that incorporates the SDP & WLI programming l THINK: Diversifying UMR is not an overnight process, but with a little extra thought and effort, we can change the campus for a better future. Challenging the Campus Community

53. Questions?