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AACRAOAACRAOAACRAOAACRAO Chicago 2009Chicago 2009
Finding the Right Mix: Finding the Right Mix: Enrollment Management & Enrollment Management &
Faculty/Student Faculty/Student EngagementEngagement
© © SmithSmith 1
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
© © SmithSmith 2
AACRAO AACRAO AACRAO AACRAO Chicago 2009Chicago 2009
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
© © SmithSmith 3
Use the University of Windsor’s Outstanding Scholars Use the University of Windsor’s Outstanding Scholars program as an exampleprogram as an example
AACRAO AACRAO AACRAO AACRAO Chicago 2009Chicago 2009
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
© © SmithSmith 5
AdmissionAdmission
attainmentattainment
Academic Academic supportsupport RetentionRetention
Financial Financial supportsupport
Student’s college /university careerStudent’s college /university career
AACRAO AACRAO AACRAO AACRAO Chicago 2009Chicago 2009
The Student Success ContinuumThe Student Success Continuum
Recruitment / Recruitment / MarketingMarketing OrientationOrientation
CoCo--curricular curricular supportsupport Degree/goal Degree/goal
attainmentattainment
Classroom Classroom experienceexperience
Traditional Enrollment PerspectiveTraditional Enrollment Perspective
© © SmithSmith 6
AdmissionAdmission
attainmentattainment
Academic Academic supportsupport RetentionRetention
Financial Financial supportsupport
Student’s college /university careerStudent’s college /university career
AACRAO AACRAO AACRAO AACRAO Chicago 2009Chicago 2009
The Student Success ContinuumThe Student Success Continuum
Recruitment / Recruitment / MarketingMarketing OrientationOrientation
CoCo--curricular curricular supportsupport
Degree/goal Degree/goal attainmentattainment
Classroom Classroom experienceexperience
The SEM PerspectiveThe SEM Perspective
© © SmithSmith 7
AdmissionAdmission Academic Academic supportsupport RetentionRetention
Financial Financial AidAid
Student’s College /University CareerStudent’s College /University Career
AACRAO AACRAO AACRAO AACRAO Chicago 2009Chicago 2009
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?
© © SmithSmith 8
-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
AACRAO AACRAO AACRAO AACRAO Chicago 2009Chicago 2009
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
AACRAO AACRAO AACRAO AACRAO Chicago Chicago 20092009
Major SEM Components
SEM Organization
Data Mining & Analysis
Recruitment
Admissions
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y
SEM Plan
Marketing
Financial Aid
Student Services
Retention
AACRAO AACRAO AACRAO AACRAO Chicago 2009Chicago 2009
…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
© © SmithSmith
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
© © SmithSmith
Increasing emphasis on connecting with institutional financial management
Now the concern of the senior leadership team – presidents, provost, deans
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AACRAOAACRAOAACRAOAACRAO Chicago 2009Chicago 2009
Student Engagement
© © SmithSmith
Student Engagement
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AACRAO AACRAO AACRAO AACRAO Chicago Chicago 20092009
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
AACRAO AACRAO AACRAO AACRAO Chicago 2009Chicago 2009
“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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AACRAO AACRAO AACRAO AACRAO Chicago 2009Chicago 2009
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
© © SmithSmith
• Learning is strongly influenced by the degree to which an individual is invested in the learning process”
-Alexander & Murphy, 1994
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AACRAO AACRAO AACRAO AACRAO Chicago Chicago 20092009
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
© © SmithSmith
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)
© © SmithSmith
(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)
© © SmithSmith
(Pascarella/Terenzini, 2005)
4. Student engagement in effective educational practice is unrelated to selectivity (Kuh/Pascarella, 2004; NSSE, 2003)
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AACRAO AACRAO AACRAO AACRAO Chicago 2009Chicago 2009
7 Conclusions (Cont.)
5. Some groups of students are somewhat more engaged than others (Kuh, 2003)
6 Some single mission schools confer
© © SmithSmith
6. Some single mission schools confer engagement advantages to their students (Kinzie et al, 2007)
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AACRAO AACRAO AACRAO AACRAO Chicago Chicago 20092009
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
© © SmithSmith
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
© © SmithSmith
less engaged than others
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AACRAO AACRAO AACRAO AACRAO Chicago Chicago 20092009
How SEM & Student How SEM & Student Engagement Might Intersect Engagement Might Intersect
and Support Each Otherand Support Each Other
© © SmithSmith 26
AACRAO AACRAO AACRAO AACRAO Chicago 2009Chicago 2009
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
© © SmithSmith
• 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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AACRAO AACRAO AACRAO AACRAO Chicago Chicago 20092009
Student Engagement
SEM
© © SmithSmith
Student Success
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AACRAOAACRAOAACRAOAACRAO Chicago 2009Chicago 2009
The University of Windsor’s Outstanding Scholars Program
© © SmithSmith29
AACRAO AACRAO AACRAO AACRAO Chicago 2009Chicago 2009
OverviewCreated in 2002
Purpose:• To increase high achieving student enrollment in
l t d l ll t
© © SmithSmith
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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AACRAO AACRAO AACRAO AACRAO Chicago 2009Chicago 2009
Benefit to OS Scholars
An annual base renewable scholarship
A paid (200 hours per year) academic appointment in their home department
© © SmithSmith
appointment in their home department
Strong relationships with faculty members
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AACRAO AACRAO AACRAO AACRAO Chicago 2009Chicago 2009
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
AACRAO AACRAO AACRAO AACRAO Chicago 2009Chicago 2009
Academic AppointmentYear 2 Year 3 Year 4 Total$2,000 $2,000 $2,000 $6,000
© © SmithSmith 33
AACRAO AACRAO AACRAO AACRAO Chicago 2009Chicago 2009
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
$ $ $
© © SmithSmith 34
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!
AACRAO AACRAO AACRAO AACRAO Chicago 2009Chicago 2009
Eligible Programs - OriginalFaculty of Science:
• Chemistry• Earth Sciences• Economics• Mathematics & Statistics
© © SmithSmith
• Operational Research• Physics & High Technology
Faculty of Arts & Social Sciences: • Classical Studies• Modern Languages• French Studies• Music• Philosophy 35
AACRAO AACRAO AACRAO AACRAO Chicago 2009Chicago 2009
Eligible Programs - AddedFaculty of Arts & Social Sciences:
• Labour Studies• Womens’ Studies
Faculty of Engineering – all programs
© © SmithSmith
Faculty of Science:• Computer Science
Inter-Faculty:• Arts & Science• Environmental Studies
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AACRAO AACRAO AACRAO AACRAO Chicago 2009Chicago 2009
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
© © SmithSmith
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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AACRAO AACRAO AACRAO AACRAO Chicago Chicago 20092009
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
© © SmithSmith
• 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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AACRAO AACRAO AACRAO AACRAO Chicago Chicago 20092009
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
© © SmithSmith
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,
AACRAO AACRAO AACRAO AACRAO Chicago Chicago 20092009
Retention Assessment (1st to 2nd Year)HS GPA % Renewed80-84.9 15%85-89.9 50%90-94.9 85%95+ 90%
© © SmithSmith
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
41
95+ 90%
AACRAO AACRAO AACRAO AACRAO Chicago Chicago 20092009
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
© © SmithSmith
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
© © SmithSmith
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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AACRAO AACRAO AACRAO AACRAO Chicago Chicago 20092009
Academic Appointment
Students’ Perspective• Majority of students work 10 hours per week• A recent survey found that:
Pleased with the flexibility of hours
© © SmithSmith
- 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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AACRAO AACRAO AACRAO AACRAO Chicago Chicago 20092009
Academic Appointment
Faculty Perspective:• Opportunity to acquire early on a lab experience
is invaluable• Supervised graduate students gain useful
© © SmithSmith
• 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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AACRAO AACRAO AACRAO AACRAO Chicago Chicago 20092009
Program Visibility
The OS program is part of a very attractive entrance scholarship package
Faculty members are encouraged to
© © SmithSmith
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
admitted students 47
AACRAO AACRAO AACRAO AACRAO Chicago Chicago 20092009
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
© © SmithSmith
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
engaged learners48
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
© © SmithSmith 49
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