Section IV: SRU’s Enrollment Conditions and Need for SEM

1. Section IV: SRU’s Enrollment Conditions and Need for SEM SRU’s Enrollment Conditions and Guiding Principles for SEM

2. Comparing the National Knowledge Base for SEM with SRU’s Conditions for SEM in the 1990s A National Knowledge Base for SEM: SRU’s Conditions for SEM: • the growing research and theories of student persistence (retention) • the emerging sensitivity to marketing in student recruitment and in higher education generally • an emphasis on integrating financial aid, pricing and net revenue planning • inclusion of adult, part-time, and graduate enrollments • the explosion of information technology • increasing and changing competition • a mushrooming consulting industry • eight years of steady enrollment decline • stagnant first-to-second year retention rates and graduation rates • fragmented responsibilities for enrollment • numerous committees and task forces assigned to resolve enrollment challenges • no empowered champions for change • no comprehensive plan for managing enrollment • very few cross campus collaborations

3. Headcount (15th Day comparisons) 15th Day – 8,648 (2.25%/190 students ) 27.12% increase since 1999

4. Credit Hours Generated (15th Day comparisons) Credit Hours Generated= 120,508 Goal=1.5% - 2.0% increase 15th Day Status=1.94%  (LY08 – 120,508 Day 15) 29.31% increase since 1999 2009 Undergraduate=1.63% increase since 2008 2009 Graduate=7.39% increase since 2008

5. First to Second Year Retention Rates • First-to-second year retention rates have increased from 69/70% (1999/2000 cohorts) to a current status of 79/80% (2009/2008 cohort). • Second-to-third year retention has increased from 60% (2000 cohort) to a current status of 70% (2007 cohort). • Third-to-fourth year persistence rates have increased from 56% (2000 cohort) to a current status of 65% (2006 cohort).

6. Six Year Graduation Rates Increased in six year graduation rates by 11%  • Five year graduation rates have increased from 43% (1995 cohort) to a current status of 58% (2004 cohort). • Six year graduation rates have increased from 47% (1995 cohort) to a current status of 58% (2003 6666cohort).

7. Highlights from the Results of SEM Planning • Enrollment Management Results Since 1999 • Nineteen consecutive semesters of unbroken enrollment increases • Headcount enrollment up 27.12% and credit hour generation up 29.31% • Quality of entering freshmen class up • SAT scores of freshman class up to 1026 in 2009 from 945 since 2000 • Selectively is at 62.7% in 2009 as compared to 83% in 2000 • Increases in first year student enrollment across each of the four colleges • Academic program increases ranged from 15% to over 440% • Incoming first year students choosing majors in the College of HES increased from 22% in 2000 to 38% • Since 2001, diversity enrollments up to 97 students from 53 for African-American students and 24 students from 8 for Hispanic students. • Ten years of improved first-to-second year retention. Overall retention up 79-80% as compared to 69-70% • Improvement of first-to-second year retention rates for at-risk students and students of color. Improved first-to-second year retention of at-risk students (22%), African-American (26%), and Hispanic students (28%) since 2000 • Six year graduation rates are increasing from 47% to 57.7% (2003 cohort). Five year from 43% (1995 cohort) to a current status of 57.6% (2004 cohort). Rates are expected to increase as first cohort of enrollment management plan reach their fifth year • New Transfer students have increased from 518 to 689 students. • New Graduate students have increased from 231 to 366 students.

8. Realize that no single factor caused the 1990s decline and no single act will change the trend. Move from “enrollment by chance” to “enrollment by design.” Move from enrollment management by committee to EM through an strategic organizational structure and cross-campus collaborations. Understand that EM had to become part of the campus culture. At SRU, SEM in the present is… SEM Then, and SEM Now at SRU Observations Made in 1999 Prior to SEM: a structure and organizational concept. a series of strategies implemented through a set of systematic processes and activities centered around recruitment and retention. a process of building relationships across divisional and departmental lines.

9. SEM Guiding Principles: Represents an active responsibility of everyone. Requires an understanding of institutional culture. Requires that one must learn what works and what does not. Strives for effectiveness and efficiency through assessment and planning. What is SEM at SRU? It is a comprehensive and collaborative process strategically designed to achieve and maintain the optimum attainment of students through both the recruitment and retention processes where “optimum” is defined within the context of SRU.

10. Strategic Enrollment Planning is About Building Relationships Building a Comprehensive Approach to Enrollment Planning

11. Enrollment Services Institutional Impact Model Building Cross-Campus Collaborations Students

12. Since1999 ‘Rock Solid’ enrollment strategies have included strategic measures to…. • Focus on increasing enrollment (after a 9 year enrollment decline), which has now shifted to stabilizing enrollments (Freshman, Transfer, Graduate, Off-Campus). • Improve quality of new admits and reduce the number of qualified- admit students (at risk students). • Link intentionally marketing and recruitment strategies, academic programs (faculty), student services, and information technology to the EM process. • Evaluate processes, procedures, and policies to improve service. • Evaluate recruitment and retention strategies and tactics. • Optimize use of electronic, print, & in-person resources. • Improve service delivery and experiences (student delight). • Improve access to information. • Reduce vulnerability to the environment - stabilize finances.

13. Organizational Structure Division of Enrollment Services Organizational Chart The ES directors meet once monthly for program/service planning. The ES directors meet once monthly with student life and continuing education division directors and a smaller group of enrollment directors meet periodically throughout the academic year for program planning. Smaller collaborative centers meets regularly for program planning.