STRATEGIC ENROLLMENT MANAGEMENT

Transcription

1 STRATEGIC ENROLLMENT MANAGEMENT Pre- Entry Entry Retention Completion 11/13

2 Overview ENROLLMENT MANAGEMENT PLAN Enrollment management literature indicates that plans for enrollment management must establish clear enrollment goals to serve as measurable objectives. To accomplish the measurable objectives that lead to successful enrollment goals, student centered strategies and activities will be executed. This plan will have the added goal of assisting the institution to develop an improved structure that will facilitate initiatives conducive to data collection and assessment. The Vice Presidents of Student Affairs and Academic Affairs were charged with developing a Strategic Enrollment Management (SEM) Plan. A SEM Task Force, which included representation from student affairs and academic affairs, was formed to create a draft of this plan in summer In summer 2013 a focus group was held with the college community to share the first draft of the SEM Plan. In fall 2013, the college community was invited to attend a series of three additional focus groups. These open forums were well attended by a large cross section of the college community, including Faculty, Staff, Administrators and Students. Each had the opportunity to participate in enhancing and improving the original draft. Next, a new SEM Plan Task Force which includes college-wide representation was formed to move this plan forward. To address the changing student enrollment patterns, as well as the current and future employment and educational needs of the region, this enrollment management plan has been designed as a dynamic document. This will help the College community address enrollment in a three-year period (AY , AY , AY ). The plan will be evaluated each year. This evaluation may result in a redefinition of the enrollment goals and objectives. Vision As a College of choice, Bergen Community College provides a comfort level that enables students of all abilities to mature as learners and engaged citizens. A leading community college in the nation, the college creates a stimulating, rigorous, and inclusive learning environment. Use of innovative technology enhances learning experiences and widens access to learning media. Community and business leaders value the college as a reliable partner and principal provider of workforce development. Bergen county residents of all ages and cultural backgrounds appreciate the college as the hub of their educational and cultural activities. Mission Bergen Community College educates a diverse student population in a supportive and challenging academic environment that fosters civility and respect. The college offers a comprehensive set of accessible, affordable, high-quality credit and non-credit courses as well as degree and non-degree programs. Bergen provides life-long learning opportunities for all members of the community. The college responds to community needs through workforce training and continuing education, and by developing programs for employers.

3 Strategic Enrollment Management Guiding Principles 1. SEM is aligned with the college s Strategic Plan. 2. SEM is a shared institutional responsibility focused on recruitment, retention, and completion. 3. SEM includes a focus on course and resource availability to aid students degree/certificate completion. 4. SEM includes a focus on meeting the employment needs of the region. 5. SEM includes a focus on building relationship with alumni and the external community. Strategic Planning The College s Strategic Plan provides a general road map on the direction the College should be taking to achieve attainable goals. Representatives from each Division of the College have met to develop an Strategic Enrollment Management (SEM) Plan that includes the overarching ideas of the College s Strategic Plan as guiding tools in preparing SEM s measurable objectives. Specifically, the SEM Plan addresses and responds to, and to Strategic Theme 3: Commitment to Bergen County of the College s Strategic Plan. What We Know: BCC Facts o Tenth-day student enrollment at Bergen Community College decreased from 17,271 in fall 2011 to 17,015 in Fall This small decrease of -1.4% is the first time enrollment has decreased since o Continuing a ten-year trend, the number of full-time students exceeded the number of part-time students in the Fall 2012 semester by a ratio of 57% full-time to 43% part-time. o Enrollment in distance learning courses (online and hybrid) continued to increase. Consistent with the past few years, 24.9% of the students were enrolled in a distance education course in fall o The majority of our students are from Bergen and Passaic and the third largest group is comprised of F-1/other Visa status students.

4 Enrollment by County of Residence* Fall 2012 County of Residence Full-Time Part-Time Total Bergen Essex Hudson 7, , , Passaic ,391 Other NJ Counties and Out of State** Non-resident alien*** ,228 Total 9,696 7,319 17,015 Source: Center for Institutional Effectiveness Fact Book *Residence is defined as legal residence. **Includes cases where county of residence is unknown. ***Students with F-1/Other Visa status. o The 2,039 degrees and certificates awarded to students during the 2012 academic year, a 0.5% increase from 2011, once again set a new high for the college. o The number of degrees awarded in Transfer programs (A.A. and A.S) remained relatively consistent, from 1,511 in 2011 to 1,513 in o The number of degrees awarded in Career programs (A.A.S and Certificate/COA) increased by 4%, from 505 in 2011 to 516 in o Enrolled students across the observed period most commonly identified as being either White (69 percent) or Hispanic (33 percent). 1 Students were slightly more likely to be full-time (55 percent) than part-time (45 percent), and slightly more likely to be female (58 percent) than male (42 percent). o There are several differences in academic characteristics of students based on their identified race or ethnicity. Black students and American Indian/Alaskan Native students are disproportionately flagged as probation-status. Black students are also disproportionately present in remedial classes. o Similarly, when examining grade distribution by race, we note Black and American Indian/Alaskan Native students earn a higher portion of D, E, F, and W grades and a lower portion of A, B+, and B grades compared to White or Asian students. 1 We note that Hispanic students could choose whether to identify with a specific race i.e. American Indian, Asian, Black, Hawaiian/Pacific Islander, or White and then further specify their Hispanic ethnicity. For this reason, race and ethnicity are treated as two separate categories in our analysis. The percentage of students listed here therefore includes some students who identified their race as White and further specified their ethnicity as Hispanic. Source: Hanover Research.

5 Hispanic students also earned a higher portion of D, E, F, and W grades compared to non-hispanic students, though this gap is less pronounced. o Some differences are also observed in academic characteristics by identified gender. Females earn a larger portion of A, B+, and B grades compared to males. However, females are disproportionately represented in remedial courses. Planning Assumptions Internal Campus Growth 1. Campus growth within the next two-three years will include the building of a Health Professions Building, the redesign of the Enrollment Services suite to provide one-stop services, and the expansion of the academic program offerings. Scalability 2. The implementation of selected campus-wide strategies that have proven to be successful under various grant-funded programs (i.e. EOF, STEM, Title V) will be scaled up for larger segments of the student population. Partnerships 3. Opportunities exist for stronger partnerships with K-12 school districts, four-year colleges/universities, and employers. Academic Engagement 4. Faculty members are proactively engaged in research, professional development, and the implementation of best practices in the classroom. Organizational Engagement 5. The College has begun to implement initiatives to promote organizational engagement. The College Council, the Suburban Studies Group, and the Day of Service are examples of the organizational engagement initiatives taking place at the College. Social and Emotional Engagement 6. The College has secured several grants to promote students social and emotional engagement. The Suicide Prevention Grant, the Prevention of Violence Against Women Grant, the NJ Pathways grant, and the Title V grant are examples of funding sources that have been used to integrate peer mentoring, health and well-being workshops and presentations, and career training and placement for the disabled to address the social and emotional needs of all students. 7. Social media, especially Facebook and Twitter, will play an increasingly larger role in the lives of BCC students.

6 Family Engagement 8. The College has begun to include students support network by addressing parent concerns through special New Student Orientation Parent Sessions, and Financial Aid presentations for students and their families in English and Spanish to serve the growing Spanish-speaking population and their families. External High School Drop-out and Graduation Rates 1. Due to changes in the 18-year-old population, the high school graduation rate in the Northeast of the United States will decrease from through The 5% decrease is projected for states in the Northeastern region of the United States (National Center for Education Statistics: nces.ed.gov/programs/projections). Economy 2. The economy is unpredictable, and as such, county college appropriations by state and county funding sources will continue to fluctuate. Financial Aid 3. Enrollment will greatly be impacted by federal and state financial aid regulations as fewer students will be able to afford the increasing costs of a college education. Workforce Development 4. The New Jersey industry and occupational employment projections for years (Continuing Ed. Data on employment projections to follow) Public Transportation System 5. Although public transportation services are modestly increasing in the county, the northwestern regions of the county continue to have very limited public transportation services. State Agenda 6. The State of New Jersey has approved a Go-Bond referendum which provides the College with the funding needed to build a state-of-the-art health professions and science facilities. Federal Agenda 7. The current federal administration has challenged community colleges to increase the number of graduates by 50% by Sequestration is expected to impact federal financial aid regulations and funding for higher education. 9. The Patient Protection and Affordable Care Act is requiring the college to change a number of its policies for part-time employees, including adjuncts. NJ Council of Community Colleges Big Ideas

7 10. In addition to using the Strategic Plan as a guiding tool, the SEM Plan incorporates the NJ Council of Community Colleges Big Ideas to improve on the Recruitment, Retention, Graduation, and Transition of the Bergen Community College student. More specifically, it has focused on Big Idea #1: Transforming Developmental Education, Testing, and Placement, Big Idea #3: Enhancing Student Success Data, and Big Idea #4: Promoting Adjunct Faculty Development. Strategic Enrollment Management Plan: Completion by Design In defining our SEM Plan, four college-wide focus groups were held during the summer and fall 2013 and a SEM Plan Task Force has been formed while ensuring college-wide representation in its make-up as prescribed by the College s Governance Structure. This is to ensure that the plan is: understandable to those not directly involved with the institution specific enough to provide direction adaptable to change as necessary Included in the plan are basics of enrollment management planning; broad results oriented goals with measurable, realistic, and achievable objectives. Major goals of the Plan are divided into four categories: (a) Pre-entry Goals, (b) Entry Goals, (c) Retention Goals, and (d) Completion Goals. The Key Performance Indicators (KPIs) that are used to assess the overall progress of the Plan are: (a) inquiries, (b) applications, (c) enrollments, (d) persistence and retention rates, (e) transfer and graduation rates. In addition to KPIs, Big Ideas, established by the New Jersey Council of Community Colleges, will be used to help guide the attainment of goals and their respective measurable objectives.

8 PRE- ENTRY KPI Increase numbers of inquiries & applications by 3% from baseline 12/13 numbers (3,684). Goal Objective Lead(s) Start End Key Measures Strategic Theme/Goal 1.1 Develop connections with key constituents: High Schools Faith based organizations Businesses and industries Cultural organizations Managing Director Admissions & Recruitment FA 13 Ongoing Hold at least 50 seminars for key groups Strategic Theme 3: Commitment to Bergen County T3. GA.a1 1.2 Increase HS student opportunity for early: Placement testing Enrollment Financial Aid Managing Director Admissions & Recruitment FA 13 Ongoing Enroll 3 High Schools each year Strategic Theme 3: Commitment to Bergen County T3. GA.a1 1. Increase Recruitment Efforts 1.3 Enhance College Branding: Increase efforts through public relations recruitment Managing Director Of Public Relations FA 13 Ongoing Develop one theme that is produced in a variety of formats Strategic Theme 3: Commitment to Bergen County T3. GA.a1 1.4 Redesign recruitment initiatives to include: Faculty Adjuncts Academic Deans FA 13 Ongoing Recruit 1% of Faculty and Adjuncts per year to participate in recruitment events Strategic Theme 3: Commitment to Bergen County T3. GA.a1 1.5 Implement use of technology to effectively track prospective student status from the point of prospect, inquiry, application, testing & registration Executive Director of IT FA 13 SP 14 Collect 100% of HS visit and college tour inquiry data and input in newly designed Enrollment Funnel Strategic Theme 4: Institution Building T4.GD.a1 & a3 1.6 Conduct Environmental Scanning to identify programs for development Director of Center for Institutional Effectiveness SP 14 Ongoing Utilize data for decision making regarding academic programs Strategic Theme 3: Commitment to Bergen County T3. GA.a1& Student Success ExcellenceT1. GA. a1

9 ENTRY KPI Increase new student enrollment numbers by 3% on baseline FY12/13 (9569). Goal Objective Lead(s) Start End Key Measures Strategic Theme/Goal 2. Set and attain enrollment targets 2.1 Identify clear enrollment goals by majors and student cohorts; including F1, Athletes, EOF & NJ Stars 2.2 Implement a blended services model within a visible and integrated facility for one- stop student services Dean of Enrollment Services FA 13 Ongoing Identify and code student by cohort in the system VPSA FA 13 SP 14 Cross training One- stop staff Acquisition of query system Strategic Theme 4: Institution Building T4. GD.a1 & a3 T1.GB.a1 3. Strengthen connections between credit and non- credit programs 3.1 Implement tracking systems to monitor enrollment of continuing and adult education students 3.2 Expand the use of stackable credentials to create additional pathways to academic certificate and degrees for students Dean of Cont. Ed and CLC Deans Academic Deans FA 13 Ongoing Code 100% of the students enrolled SP14 Ongoing Identify 1 program per year that would convert to a certificate or degree via stackable credentials Strategic Theme 3: Commitment to Bergen County T3. GA.a1 T1.GA.a2

10 ENTRY (Cont.) KPI Increase new student enrollment numbers by 3% on baseline FY12/13 (9569). Goal Objective Lead(s) Start End Key Measures Strategic Theme/Goal 4. Implement required activities that are proven to yield positive student success outcomes 4.1 Require new students to receive New Student Orientation prior to registering 4.2 Eliminate late registration& institute On- time Registration 4.3 Develop an academic calendar with course start dates well in advance of registration 4.4 Conduct academic advising for all new students and assist students in developing a pathway to graduation. 4.5 Increase student success and completion by advising them to take additional courses each semester Dean Student Life & Judicial Affairs Dean of Student Support Services VPSA Managing Director of Registration and Records Dean for Student Support Services Dean for Student Support Services SP 14 Ongoing 100% of new students will participate in some form of Orientation FA 13 Ongoing Build an expansive Flex- start schedule FA 13 Ongoing 1 per year, built one year in advance FA13 Ongoing Expand assignment of Advisees/advisors by 10% each year FA13 Ongoing Increase course enrollment by 3% each year T1.GB.a3 T1.GA.a3 T1.GA.a3 T1.GA. a2 T1.GA. a2

11 RETENTION KPI: Increase 1 st to 2 nd year retention rate of FTFT Degree/Certificate seeking students by 15% over a 3- year period from 67.7% (FA 10). Goal Objective Lead(s) Start End Key Measures Strategic Theme/Goal 5.1 Move towards making Success 101 a required course FA14 FA15 Pilot Success 101 on all EBS students in Sp14 Expand Success 101 to all new students T1.GA. a3 5. Increase Student Retention 5.2 Expand the use of e- retention software 5.3 Develop strategic class schedules that better suit students needs Dean for Student Support Services Academic Deans FA13 Ongoing 100% of faculty will receive training and access to software over a 3 year period FA13 Ongoing Analyze underutilized timeframes and increase schedule by 20% of offerings w/in a 3 yr period T1.GA. a4 T1.GA. a1 5.4 Create, package & market: Weekend College Plus Evening College Dean of Enrollment Services SP14 Ongoing Offer 6 programs over a 3 year period T1.GA. a1 5.5 Develop & market programs that can be completed fully online Academic Deans SP14 Ongoing Offer 6 programs over a 3 year period T1.GA. a1 5.6 Streamline interdepartmental procedures and processes and remove barriers to support student success VPSA FA13 Ongoing Improve 15 processes in 3 years Strategic Theme 4: Institution Building T4. GB.a3

12 RETENTION (Cont.) KPI: Increase 1 st to 2 nd year retention rate of FTFT Degree/Certificate seeking students by 15% over a 3- year period from 67.7% (FA 10). Goal Objective Lead(s) Start End Key Measures Strategic Theme/Goal 6. Engage Faculty and Staff in training and planning that accentuates the education of the whole student 7. Use innovative academic learning strategies to accelerate student academic success 6.1 Implement faculty and staff training on non- cognitive factors impacting student success 6.2 Identify race/ethnicity achievement gaps and work towards eradicating those gaps 7.1 Incentivize students who place into developmental education by implementing and offering college level and developmental course links Exec. Asst. to the President Exec. Asst. to the President Academic Deans FA13 Ongoing Offer 2 seminars per year FA13 Ongoing Reduce attrition of minority students SP14 Ongoing Increase overall retention of developmental students by 12% a year Strategic Theme 2: Faculty and Staff Success and Excellence T2.GA.a1 Student Success and Excellence T1.GC. a1 a3 Student Success and Excellence T1.GC. a1 a3

13 COMPLETION KPI Increase graduation rates by 3.4% per year when compared to baseline FA 2010 data (16.5%). Goal Objective Lead(s) Start End Key Measures Strategic Theme/Goal Conduct graduation and transfer counseling and track post- graduation transfer rate Dean for Student Support Services SP14 Ongoing Increase transfer &graduation rates by 3.4% on baseline AY 12/13 numbers T1.GB Establish clear pathways to graduation and beyond 8.2 Develop student awareness of graduation goal through graduation committee activities 8.3 Conduct focus groups of graduating students to address factors that negatively and positively impact the overall college experience Dean Student Affairs at CLC FA13 Ongoing Increase graduation rates by 3.4% on baseline 2010 data VPSA FA13 Ongoing Conduct 3 focus groups per year T1.GB T1.GB 9. Cultivate relationship with College Alumni 9.1 Develop relationship with alumni organization and encourage their participation as ambassadors 9.2 Market new innovative programs to alumni Managing Director of Alumni Affairs FA 13 Ongoing Engage 5 Alumni per year in mentoring activities with current students. PR SP 14 Ongoing Market 3 programs per year Strategic Theme 3: Commitment to Bergen CountyT3.GB. a3 Strategic Theme 4: Institution Building T4. GA.

14 Informed KPI Decision- Making Supplemental Data for the Strategic Enrollment Management Strategic Plan Provided by: Center for Institutional Effectiveness The following data were generated to support the creation of the College s Strategic Enrollment Management Plan. Included in the tables below are retention, enrollments (including applicant enrollments), graduation, and transfer data. Table 1: Retention Percentages for First- time Students, Fall Fall 2012 Retention % per Semester: First Semester Total HC Second Third Fourth Fifth Sixth Seventh Fall , % 59.5% 50.9% 40.0% 31.4% 22.3% spring 2011 fall 2011 spring 2012 fall 2012 spring 2013 fall 2013 Fall , % 60.5% 49.3% 40.0% spring 2012 fall 2012 spring 2013 fall 2013 Fall , % 58.7% spring 2013 fall 2013 Table 2: Retention Percentages for First- time, Degree/Certificate- Seeking Students, Fall Fall 2012 First Semester Total HC Second Third Fourth Fifth Sixth Seventh Fall , % 63.4% 54.0% 42.6% 33.3% 23.5% spring 2011 fall 2011 spring 2012 fall 2012 spring 2013 fall 2013 Fall , % 63.2% 51.4% 42.0% spring 2012 fall 2012 spring 2013 fall 2013 Fall , % 60.4% spring 2013 fall 2013 Retention % per Semester:

15 Data Brief: Retention of Fall Fall 2012 Cohorts First- time, full- time, degree- seeking (FTFT) student cohorts were calculated for the Fall Fall 2012 semesters for all subsequent semesters. The students in each cohort were considered as continuing if enrolled (regardless of attendance status) as of the 10 th day for each semester following their first. Note that the sixth semester (150% of normal time) is identified, as it corresponds to the duration used generally to identify completion rates. Cohort Table 1: Retention Percentages, Fall Fall 2012 Cohorts Retention % per Semester: First Semester Size Second Third Fourth Fifth Sixth Seventh Eighth Ninth Tenth Fall , % 67.1% 61.1% 47.0% 35.7% 25.6% 19.2% 14.3% 8.6% spring 2009 fall 2009 spring 2010 fall 2010 spring 2011 fall 2011 spring 2012 fall 2012 spring 2013 Fall , % 68.1% 60.5% 48.2% 38.2% 17.2% 12.1% spring 2010 fall 2010 spring 2011 fall 2011 spring 2012 fall 2012 spring 2013 Fall , % 67.7% 58.0% 45.5% 35.2% spring 2011 fall 2011 spring 2012 fall 2012 spring 2013 Fall , % 66.6% 54.6% spring 2012 fall 2012 spring 2013 Fall , % spring % of normal time

16 Table 3: Enrollments in <18 Term Credits, Fall Fall 2013 Term Total HC # Enrolled <18 % Enrolled <18 Fall % Fall % Fall % Table 4: New Student Enrollment, Applicant to Registrant Conversion, Fall 2011& Fall 2012 # Applicants Registrants # % Fall ,489 5, % Fall ,601 5, % Table 5: New Student Enrollment, Applicant to Registrant including Testing, Fall 2011 & Fall 2012 # Applicants # Tested Registrants # % Fall ,489 4,652 3, % Fall ,601 4,511 3, %

17 First- term Fall 2008 Fall 2009 Fall 2010 Table 6a: 3- year Graduation Rates, by Enrollment Status First- time, Deg./Cert.- Seeking First- time, Full- time, Deg./Cert.- Seeking* First- time # Enrolled # Graduated % Graduated 13.0% 14.6% 16.9% # Enrolled # Graduated % Graduated 13.2% 14.4% 17.4% # Enrolled # Graduated % Graduated 12.6% 13.9% 16.5% * Graduation rates based on IPEDS definition. Table 6b: Transfer Rates of Graduates, by Enrollment Status ** First- time, First- time, Full- time, First- term First- time Deg./Cert.- Seeking Deg./Cert.- Seeking # Graduated Fall 2008 # Transferred Fall 2009 Fall 2010 % Transferred 81.6% 81.9% 82.5% # Graduated # Transferred % Transferred 75.5% 75.8% 76.3% # Graduated # Transferred % Transferred 65.0% 65.3% 66.8% ** Transfer data for students from Table 6a, who transferred after graduating from Bergen.