finding the right mix: enrollment management & faculty ... · pdf filefinding the right...

AACRAOAACRAOAACRAOAACRAO Chicago 2009Chicago 2009

Finding the Right Mix: Finding the Right Mix: Enrollment Management & Enrollment Management &

Faculty/Student Faculty/Student EngagementEngagement

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AACRAO ConferenceAACRAO ConferenceApril 14, 2009April 14, 2009

ChicagoChicago

AACRAO AACRAO AACRAO AACRAO Chicago 2009Chicago 2009

PresenterPresenter

Clayton Smith, Ed.D.Clayton Smith, Ed.D.ViceVice--Provost, Students & RegistrarProvost, Students & RegistrarUniversity of Windsor, Ontario, CanadaUniversity of Windsor, Ontario, [email protected]@uwindsor.ca

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Session OutlineSession OutlineIntroduce 2 of higher education’s current hot topics:Introduce 2 of higher education’s current hot topics:

•• Strategic enrollment management Strategic enrollment management •• Student engagementStudent engagement

Discuss how they might intersect and support each otherDiscuss how they might intersect and support each other

Use the University of Windsor’s Outstanding ScholarsUse the University of Windsor’s Outstanding Scholars

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Use the University of Windsor’s Outstanding Scholars Use the University of Windsor’s Outstanding Scholars program as an exampleprogram as an example


SEM

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SEM


Promoting Student Success:Promoting Student Success:The Student Success ContinuumThe Student Success Continuum

Recruitment / Recruitment / MarketingMarketing OrientationOrientation

CoCo--curricular curricular supportsupport Degree/goal Degree/goal

attainmentattainment

Classroom Classroom experienceexperience

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AdmissionAdmission


Academic Academic supportsupport RetentionRetention

Financial Financial supportsupport

Student’s college /university careerStudent’s college /university career


The Student Success ContinuumThe Student Success Continuum


CoCo--curricular curricular supportsupport Degree/goal Degree/goal



Traditional Enrollment PerspectiveTraditional Enrollment Perspective

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AdmissionAdmission


Academic Academic supportsupport RetentionRetention

Financial Financial supportsupport

Student’s college /university careerStudent’s college /university career


The Student Success ContinuumThe Student Success Continuum


CoCo--curricular curricular supportsupport

Degree/goal Degree/goal attainmentattainment


The SEM PerspectiveThe SEM Perspective

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AdmissionAdmission Academic Academic supportsupport RetentionRetention

Financial Financial AidAid

Student’s College /University CareerStudent’s College /University Career


Strategic enrollment management (SEM) is a concept and process that enables the fulfillment of institutional mission and students’ educational goals.

What is SEM? What is SEM?

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-Bontrager, 2009

AACRAO AACRAO AACRAO AACRAO Chicago Chicago 20092009

The Purposes of SEM are The Purposes of SEM are Achieved by…Achieved by…

Establishing Establishing clear goalsclear goals for the number & types of for the number & types of students needed to fulfil the institutional missionstudents needed to fulfil the institutional mission

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Promoting Promoting student academic successstudent academic success by by improving access, transition, retention, & improving access, transition, retention, & graduationgraduation

Promoting institutional success by enabling Promoting institutional success by enabling effective effective strategic & financial planningstrategic & financial planning


Creating a Creating a datadata--rich environmentrich environment to inform to inform decisions & evaluate strategiesdecisions & evaluate strategies

Improving Improving process, organizational & financial process, organizational & financial efficiencyefficiency & outcomes& outcomes

The Purposes of SEM are The Purposes of SEM are Achieved by…Achieved by…

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efficiencyefficiency & outcomes& outcomes

Establishing top quality Establishing top quality studentstudent--centred servicecentred service

Strengthening Strengthening communications & collaborationcommunications & collaborationamong among departments across the campus to support departments across the campus to support the enrolment programthe enrolment program

--Bontrager (2004)Bontrager (2004)

AACRAO AACRAO AACRAO AACRAO Chicago Chicago 20092009Enrolment Management System

InstitutionalGoals

Environmental Factors

StudentCharacteristics

Institutional Objectives

InstitutionalStrategies

Desired Outcomes

Enduring Effect

Enduring Behaviour

Member ofunderservedstudent group

Beliefs & values

Academic preparation

Motivation to learn

Educational

Studentenrolmentbehaviour

Demographictrends

Competition

PublicAccountability(loan default rate,graduation,

QuantitativeGoals

QualitativeGoals

Diversity Goals

Student headcount

Admission averageTransfer GPA

Visible minorities,Aboriginal, international

•Marketing•Recruitment•Admission•Financial aid/pricing•Orientation•Residence•Athletics•First Year•Experience•Advising•Supplemental instruction•Service learning

Awareness

Interest

Commitment

Enrolment

Persistence

Satisfaction

Education

InstitutionalLoyalty

Institutional Image

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aspirations

Self-discipline

Adaptability

Interpersonal skills

Peer involvement

Ability to pay

Study habits

Family & peerSupport

Accessibility,retention)

Studentgeographic draw

EconomicTrends

Off-campusemploymentavailability

Federal &provincial polices

PersistenceGoals

CapacityGoals

Net RevenueGoals

Retention rates,StudentSatisfaction,graduation rates

Classroom capacity,adequate sections,Class size

Financial aid discount rate,internationalenrolment

•Learning communities•Academic support•Peer support•Teaching & learning approaches•Student engagement•SEM organization•Data mining

Relationship

Source: Adapted from Kuh et al , 2007; Black, 2003


Major SEM Components

SEM Organization

Data Mining & Analysis

Recruitment

Admissions

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y

SEM Plan

Marketing

Financial Aid

Student Services

Retention


…At the Beginning…Started in the late 1970’s at Boston College

• As a result of declining traditional student enrollments

Early focus on attracting new students (e g

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Early focus on attracting new students (e.g., returning adults, women, minorities, low-income)

Expanded to all types of PSE institutions (e.g., public, private, 2-year, 4-year, grad)

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SEM Today…Grown to include student success

• First-Year Experience programs• Increased levels of student engagement

Increasing emphasis on connecting with

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Increasing emphasis on connecting with institutional financial management

Now the concern of the senior leadership team – presidents, provost, deans

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Student Engagement

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Student Engagement

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The nature and quality of first year students’ experiences in the classroom, with faculty, and with peers are better predictors of desired educational outcomes associated with college

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educational outcomes associated with college attendance than precollege characteristics.

-Gerken & Volkwien, 2000


“Students who find something or someone worthwhile to connect to in the postsecondary environment are more likely to engage in educationally purposeful activities, persist and achieve their educational objectives”

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-Kuh et al, 2007

AACRAO AACRAO AACRAO AACRAO Chicago Chicago 20092009Effective Educational Practices

7 categories:1. Student-faculty contact2. Cooperation among students3. Active learning4 Prompt feedback

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4. Prompt feedback5. Time on task6. High expectations7. Respect for diverse talents and ways of

learning

-Chickering/Gamson, 1987

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2 Critical Features

1. The amount of time and effort students put into their studies and other educationally purposeful activities• “Learning is strongly influenced by the degree to

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• Learning is strongly influenced by the degree to which an individual is invested in the learning process”

-Alexander & Murphy, 1994

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2 Critical Features (Cont.)

2. How the institution deploys its resources and organizes the curriculum, other learning opportunities and support services to help students participate in

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services to help students participate in activities that lead to experiences and desired outcomes such as persistence, satisfaction, learning and graduation (Kuh, 2001)

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AACRAO AACRAO AACRAO AACRAO Chicago 2009Chicago 20097 Conclusions about Student Engagement

1. Student engagement in educationally purposeful activities is positively associated with grades and persistence (Pascarella/Terenzini 2005)

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(Pascarella/Terenzini, 2005)

2. Though smaller schools generally engage students more effectively, colleges and universities of similar size can vary widely (NSSE, 2005)

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AACRAO AACRAO AACRAO AACRAO Chicago Chicago 200920097 Conclusions about Student Engagement

3. Student engagement varies more within any given school or institutional type than between schools or institutional types (Pascarella/Terenzini 2005)

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(Pascarella/Terenzini, 2005)

4. Student engagement in effective educational practice is unrelated to selectivity (Kuh/Pascarella, 2004; NSSE, 2003)

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7 Conclusions (Cont.)

5. Some groups of students are somewhat more engaged than others (Kuh, 2003)

6 Some single mission schools confer

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6. Some single mission schools confer engagement advantages to their students (Kinzie et al, 2007)

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7 Conclusions (Cont.)

7. The single best predictor of student satisfaction with college is the degree to which students perceive the college environment to be supportive of their

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environment to be supportive of their academic and social needs (Astin, 1993; Pascarella/Terenzini, 2005)

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AACRAO AACRAO AACRAO AACRAO Chicago 2009Chicago 2009Engagement Patterns by Group

Some students—such as first generation students, males, transfer students and those who live off-campus—are generally less engaged than others

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less engaged than others

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How SEM & Student How SEM & Student Engagement Might Intersect Engagement Might Intersect

and Support Each Otherand Support Each Other

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Where SEM & SE Meet

In the final analysis, we can do 2 things:• Choose the students most likely to be successful

at our institution• Ensure that they benefit from a strong student

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• Ensure that they benefit from a strong student engagement initiative once they enroll

Is there a way we can do both with an eye to each other? Absolutely

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Student Engagement

SEM

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Student Success

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The University of Windsor’s Outstanding Scholars Program

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OverviewCreated in 2002

Purpose:• To increase high achieving student enrollment in

l t d l ll t

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selected low enrollment programs• To enhance quality of teaching assistants

Along the way, something magical happened!

• We achieved a whole lot of student engagement

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Benefit to OS Scholars

An annual base renewable scholarship

A paid (200 hours per year) academic appointment in their home department

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appointment in their home department

Strong relationships with faculty members

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Annual Renewable Scholarship

Entering HS GPA

Annual Award Total 4 Yr Award

80-84.9 $1,000 $4,00085-89.9 $1,500 $6,000

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90-94.9 $2,500 $8,00095+ $2,500 $10,000


Academic AppointmentYear 2 Year 3 Year 4 Total$2,000 $2,000 $2,000 $6,000

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Total AwardHS GPA 4-Yr

Scholarship3-Yrs of Academic Appointments

Total

80-84.9 $4,000 $6,000 $10,00085-89.9 $6,000 $6,000 $12,000

$ $ $

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90-94.9 $8,000 $6,000 $14,00095+ $10,000 $6,000 $16,000

…and most other awards can be held concurrentlywith an Outstanding Scholars award!


Eligible Programs - OriginalFaculty of Science:

• Chemistry• Earth Sciences• Economics• Mathematics & Statistics

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• Operational Research• Physics & High Technology

Faculty of Arts & Social Sciences: • Classical Studies• Modern Languages• French Studies• Music• Philosophy 35


Eligible Programs - AddedFaculty of Arts & Social Sciences:

• Labour Studies• Womens’ Studies

Faculty of Engineering – all programs

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Faculty of Science:• Computer Science

Inter-Faculty:• Arts & Science• Environmental Studies

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Renew Ability RequirementsAchieve a minimum 10.0 cumulative and 10.5 major (out of 13) GPA

Attend monthly meetings with the program coordinator during the first year

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Complete a 2-day pre-academic appointment training program at the beginning of the 2nd year

Hold an academic appointment during years 2-4

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Review of OS ProgramWorking Group Charge:

• Assess whether the program resulted in an increase in high achieving students enrolling in low enrolment programs

• Assess student retention of OS studentsEstablish criteria for adding new programs

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• Establish criteria for adding new programs• Review criteria for granting renewals• Review the academic appointment• Consider ways to increase program visibility• Review support provided by the Educational

Development Centre

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Enrollment Assessment

Faculty Outstanding Scholars First Year Enrollment

2001 2002 2003 2004 2005 2006 2007 2008Arts/Soc Sci.

OSnot yetoffered

28 51 54 57 68 34 56

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Engineering OSnot yetoffered

OSnot yetoffered

OSnot yetoffered

OS not yetoffered

7 29 48 78

Inter-Faculty

OS not yet offered

OSnot yet offered

14 5 16 17 17 12

Science OSnot yetoffered

24 106 34 51 56 35 70

Total OSnot yetoffered

52 171 93 131 170 134 216

40NOTE: Double Cohort period was 2003, which is when 2 highschool classes entered Ontario universities in the same year,


Retention Assessment (1st to 2nd Year)HS GPA % Renewed80-84.9 15%85-89.9 50%90-94.9 85%95+ 90%

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They are disappointed when they find out that the learning strategies that led them to success in high school prove to be inadequate at the post-secondary level

The Mentoring program was found to be an essential form of support

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95+ 90%


Retention Surprise

Students who lost after first year their eligibility for renewal of the award persisted in their studies at an approximate rate of 95%

O t ti t ft fi t i i t l

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Our retention rate after first year is approximately 82%

Possible explanation might be a positive affect of the mentoring program in the students’ first year

AACRAO AACRAO AACRAO AACRAO Chicago Chicago 20092009Criteria for Program Expansion

We developed a formula for considering new programs:

• Relative Difference = [E (actual) – E (target)

E

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E (target)

• Where the Relative Difference is smaller than -10, it is considered under-subscribed

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AACRAO AACRAO AACRAO AACRAO Chicago Chicago 20092009Criteria for Scholarship Renewal

A relatively high percentage of students entering with a GPA below 85 did not have their awards renewed. We have discontinued inviting students to the OS program with these averages

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program with these averages.

Current OS students feel that it is important to have both a cumulative and major GPA renewal requirement

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Academic Appointment

Students’ Perspective• Majority of students work 10 hours per week• A recent survey found that:

Pleased with the flexibility of hours

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- Pleased with the flexibility of hours- Supervisors stressed the importance of academic work

over the appointment duties- Maintained regular contacts with their supervisors- Emphasized the value of working closely with their

professors

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Academic Appointment

Faculty Perspective:• Opportunity to acquire early on a lab experience

is invaluable• Supervised graduate students gain useful

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• Supervised graduate students gain useful development experience working with their younger peers

• OS students seen as an asset to faculty research efforts

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Program Visibility

The OS program is part of a very attractive entrance scholarship package

Faculty members are encouraged to

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Faculty members are encouraged to mention the OS program in all recruitment efforts

New recruitment efforts include:• OS web page with student and faculty

testimonials• President’s Scholars breakfast for newly

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Support ResourcesOS students need the same support services as other 1st year students, but they need to adjust more quickly to the university to be successful as an OS student

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The Coordinator:• Makes referrals to campus resources• Explains academic procedures and processes• Prepares students for the academic appointment• Oversees the process of finalizing academic

appointment arrangements• Supports their development as independent and

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AACRAO AACRAO AACRAO AACRAO Chicago Chicago 20092009…It fits very well with the ideal of having students engage with the University by offering them a rich and unusual way of connecting with the faculty.

It changes the usual mix of learning situations for the student. In stead of sitting in a classroom listening to a lecture, an outstanding scholar may find him [or her] self sitting in a faculty member’s office, discussing aspects of his [or her] research

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It seems to me that the Outstanding Scholars Program is unique in that it benefits our students, our faculty and the University—all together!

Dr. Ralph JohnsonProfessor EmeritusDepartment of Philosophy

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