Environmental Scan for CLC’s Strategic Plan and Enrollment Management Plan

1. Environmental Scan for CLC’s Strategic Plan and Enrollment Management Plan A Presentation By Arlene Santos-George, Evelyn Schiele, Karen Hlavin, Stephanie DeCicco, Denise Anastasio, Felicia Ganther, Nick Kallieris, and Rhonda Winn August 20, 2009 Fall 2009 Orientation Week College of Lake County

2. Session Objectives • Provide an overview of the role of Environmental Scan in: • Strategic Planning • Enrollment Management Planning • Introduce the members of the Environmental Scan Committee • Provide an update on the process and progress of the Environmental Scanning Committee’s work • Present selected findings on key demographic, socio-economic, higher education, fiscal, technology, human resource, student success and other factors that affect CLC. • Gather some feedback on these trends. • Update on what is next for the Environmental Scan for Strategic Planning and for Enrollment Management.

3. What is an Environmental Scan? • http://www.youtube.com/watch?v=F5L5sNJoWQc • Systematic and purposeful overview of the important factors or trends that influences an organization • Positive and negative impacts

4. Environmental scan: PESTO Analysis (EXTERNAL)

5. Environmental scan: INTERNAL Analysis

6. Planning: Steps (Applies to both Strategic and Enrollment Management Planning)

7. Environmental Scan: Role in Strategic Planning

8. Environmental Scan Committee

9. Team members

10. Environmental Scan Process: Update April/May 2009 June-August 2009 September 2009 1st half October 2009 2nd half October 2009 November 2009

11. Team A: Demographic, Enrollment and Recruitment Major Trends

12. Lake County High School Graduates • CLC’s enrollment of graduating seniorshas not kept up with the growth in the size of graduating classes in the decade of the 2000s. The size of the high school graduating classes grew by 26 percent; the number of recent graduates enrolling at CLC increased by only 21 percent. Lake County HS Class Sizes & CLC Fall Enrollment

13. CLC High School Yield CLC HS Yield: % of Graduating Class Enrolling

14. These projections show an increase in the number of entering high school seniors over the next decade.But we could do much better. The growth in the size of graduating classes offers a significant target market. We need to increase our yield.

15. Educational attainment in Lake County continues to increase. The 2005-2007 American Community Survey indicates that almost 41 percent of adult residents have already earned a bachelor’s degree or higher. But one in five has only a high school diploma. • Educational Attainment in Lake County (1990, 2000, 2007)

16. Between 2001 and 2008, adult enrollment (aged 25 and older) declined in all but two years. This trend contrasts with enrollment among students 25 and under which increased in each year between 2001 and 2008.

17. The United States, Illinois and Lake County have become increasingly diverse in the decades from 1990 to 2008 and are projected to become even more so.

18. United States

19. Illinois

20. Illinois

21. Lake County Source: Lake County Partners

22. College of Lake County • Like the nation, the state and the county, CLC’s student population has become increasingly diverse in the decades from 1990 to 2008. • Although whites continue to account for the largest percentage of CLC college-level students (62 percent in fall 2008), the percentage of students who are minorities increased significantly between fall 2000 and fall 2008, growing from about 25 percent to about 32 percent. • Among minorities in college-level programs, Hispanic enrollment grew the most---an 85 percent increase (from 1250 students in fall 2000 to 2317 students in fall 2008). • As a percentage of CLC’s total enrollment, Hispanics went from 10.4 percent of college-level students in 2001 to 17.3 percent in 2008.

23. College of Lake County, cont’d • In terms of headcount, college-level enrollment among minorities has increased significantly between 2001 and 2008. • The number of minority students (Hispanics, Asians and African Americans) in college-level programs increased by 40 percent between 2001 and 2008. In comparison, white enrollment decreased by 1 percent in the same period.

24. National Trends in Community Colleges • Increased Distance Learning • Greater Number of Baccalaureate Degrees Awarded • Increased Partnerships Between Community Colleges and Four-Year Institutions • Greater Recruiting of Baby Boomers • Increased Enrollment Across Different Student Groups • Increased Partnerships With Businesses • Increased Response to Globalization

25. Enrollment Trends in Community Colleges • Dual-Credit and Dual-Enrollment Students • Reverse Transfer Students • Non-Completers • Completers • Job Retraining Students

26. Team B: Trends in Higher Education (Academic Offerings/Competition) and Economy

27. Seven Themes • Employment Projections • Competition • Articulation • Niche Students • Online • Employer Expectations • Counseling/Advising/Career Planning • Veterans

28. Employment Projections What research we looked at: • Employment projections (U.S., IL, Lake Co) • Fastest-growing • Largest numbers • Compared projection info w/ CLC programs • Also – Job posting data, articles on “Hot Jobs” Findings: • Occupations for which CLC does NOT offer a program (next slide) Implications: • Need to establish systematic tracking of occupational data to keep program mix appropriate.

29. Associate Degrees Biological technicians (45) Environmental science and protection technicians, including health (26) Veterinary technician (25) Forensic science techs (other sources say bachelor’s degree needed) (19) Industrial engineering technicians (11) Broadcast technicians (9) Chemical technicians (8) Physical therapy assistant (8) Less than Assoc Degree Appraisers and assessors of real estate (57) Licensed practical nurse (29) Hairdressers, hairstylists and cosmetologists (20) Bus and truck mechanics and diesel mechanics (12) Gaming dealers (6) Employment projections Highest annual openings for occupations where CLC does NOT have a program

30. Lake County Economy

32. Competition What research we looked at: • Profiles of universities in area – Illinois Board of Higher Ed • Websites of competitors • Tuition comparison data • Data on students transferring in to CLC Findings: • CLC’s competitors market their flexibility, accelerated programs, alternative scheduling, online programs • CLC remains more affordable than other colleges, but more and more students are facing financial obstacles to attend college Implications: CLC can no longer rely on (relatively) low cost but must be able to respond to student demands for flexibility and financial aid

33. Articulation - Transfer Best Practices in Statewide Articulation Certain academic behaviors affect student transfer • Positively • High full time enrollment • Continuous enrollment • Dual credit/enrollment • Completion of 20 hours in 1st year • Core transfer processes in place • Negatively • Multiple course repeaters • Not persisting to degree completion • Implications • CLC should develop a specific college-wide transfer processes • Further develop the dual credit/enrollment program • College-wide examination of multiple repeat process

34. Articulation - Transfer Illinois Articulation Initiative What Research We Looked At: • itransfer.org report – Courses Not At A School Findings: • CLC does not have all the IAI courses it could have. We are missing key introductory courses such as Non-Western Music, Intro to Drama, Intro to Religion, Film and Lit, Intro to Literature, Principles of Economics, Race and Ethnic Relations, and many more Implications: • Higher-level courses have been developed at CLC instead of many introductory courses, and although these higher level courses can be articulated to four year IL schools, they are not IAI Gen Ed approved • Students must work with schools individually to ensure transfer • This may be a barrier to seamless transfer • Fewer introductory IAI approved gen ed courses means students have less IAI options

35. Niche Students What research we looked at: • IEPR Data: First Generation College Students and Already-Degreed students • Community College Review: Diversity of CC Students • IDES Rates: Who is returning to CCs/Unemployment Rates • Preparedness of CC students Findings: • The Unemployed are returning to CCs, particularly to CLC in dramatic #s right now • The need for developmental education continues to rise, and it is most often not covered by financial aid. The more DE needed, the higher the possibility of dropping out. • The number of first generation college students in Lake County continues to rise • They “type” of cc student continues to change, as ccs evolve in how they attract and retain new students. Implications: • Increased credit and non-credit offerings may be needed at CLC to meet demand • Reexamination of financial aid policies, as well as program requirements • Offer workshops, mentoring initiatives and activities that introduce first generation students to “college”

36. Online Course Information What research we looked at: • IEPR Data: Online Course Report • Trends in Distance Learning Findings: • Online seat/class sections have increased dramatically over the past 10 years at CLC. • In fall 2008, seats increased by 23%/sections by 15% • In spring 2009, seats increased by 20%/sections by 15% • In summer 2009, seats increased by 56%/sections by 31% • Post-secondary enrollment is growing at a staggering rate. In fall 2007, over 20% of all American students in higher education took at least one online course. Implications: • Identify successful courses/programs, faculty support/training, student profiles, IT funding, marketing, academic accountability, salary differentiation. • Research developing consistent outcomes for employer-based competencies • Identify ways to motivate faculty to teach distance classes • Identify components of high quality online classes and how to best evaluate online courses

37. Online Course Information

38. Employer Expectations What research we looked at: • Employer survey conducted by consortium on knowledge and skills expected of the workforce Findings: % of employers rating associate grads “deficient”: • Written communications – 47% • Writing in English – 46% • Lifelong learning/self-direction – 28% • Creativity/innovation – 23% • Oral communication – 21% • Ethics/social responsibility – 21% Implications:Curriculum focus on knowledge and skills considered “most important.” Integration of technical and other.

39. Employer Expectations MOST IMPORTANT BASIC KNOWLEDGE AREAS/SKILLS: • Reading comprehension • English language (spoken) • Writing in English • Mathematics • Science MOST IMPORTANT APPLIED SKILLS: • Professionalism/Work Ethic • Oral and Written Communications • Teamwork/Collaboration and Critical Thinking/Problem Solving • Ethics/Social Responsibility

40. Counseling/Advising/Career Planning “How do CLC students find out about their career options?” What research we looked at: • Interviews with Counselors and Adult Ed staff • Information from CLC website and catalog • ACT Student Satisfaction survey results Findings: • Career counseling, career planning, and career advising for programs occurred in multiple places • Student satisfaction in “vocational guidance/career planning” lower than average Implications: • Need to ensure students understand career and academic options

41. Veterans What research we looked at: • Educational Research (ERIC) • Department of Veterans Affairs documents • Various publications and articles Findings: • # of vets entering the community college system continues to rise based on Iraq war and the increase in Vet benefits • Veterans Educational Assistance Act of 2008 will provide more than 2 million vets the opportunity to attend college full time Implications: • Continue to make CLC a Veteran-friendly place • Determine how CLC will absorb a significant increase in vets on campus, as well as an increase in other student populations returning to school right now • Be prepared for the special needs of this population • Watch enrollment patterns and prepare for growth over the long term • Optimize resources to serve the most students effectively without duplication

42. Team C: Trends in Student Outcomes (Success, Retention, and Advisement)

43. Enviromental Scan: Major Findings • Student outcome measures • Graduation rate, drop out rate, transfer rate • Course success rates • Satisfaction surveys • Benchmarking • Specific student populations • Underprepared students • Minority students • Economically disadvantaged students • Student development programs that work • Summer Bridge • New Student Orientation • PDS courses • Student support services (TRIO SSS)

44. Student Outcomes: Graduation, Drop Out, and Transfer Rates--FT

45. Student Outcomes: Graduation, Drop Out, and Transfer Rates--PT

46. Outcomes: CLC vs. Peer Group

47. Drop out rates by Ethnicity

48. Course Success Rates: Developmental vs. All Courses

49. Course Success Rate: Core Academic Courses

50. Entering Students: Fall Term GPA