Inver Hills Community College Fact Book

FACT BOOK 2015

IHCC 2015 Fact Book Page i

Strategic Framework for Minnesota State Colleges and Universities Minnesota State Colleges and Universities (MnSCU) play an essential role in growing Minnesota’s economy

and opening the doors of educational opportunity to all Minnesotans. To that end, we will:

1. Ensure access to an extraordinary education for all Minnesotans.

2. Be the partner of choice to meet Minnesota’s workforce and community needs.

3. Deliver to students, employers, communities, and taxpayers the highest value/most affordable

option.

Inver Hills Community College (IHCC) Mission, Vision and Values

Our Mission Dedicated to the power and promise of education, we inspire students, build careers, and strengthen

communities.

Our Vision We will be an innovator in education, creating a vigorous intellectual environment for emerging leaders,

scholars, and professionals. Providing an affordable gateway into the Minnesota State Colleges and

Universities System, we will enrich individual lives and support our diverse communities, locally and globally.

Our Values At Inver Hills Community College, we value:

Student success and excellence in education

Integrity, reflection, and innovation

Caring responsibly for our environmental, human, and financial resources

Our diverse community

Relationships with our partners and stakeholders

About the Fact Book The Inver Hills Community College Fact Book aims to serve as a reference tool to provide general information

about the college for use in planning, assessment, writing grant proposals, preparing reports, and other

projects. Data will be updated regularly as it becomes available throughout the year in the online version.

Data is shown by fiscal year (July 1 – June 30) unless otherwise noted.

Every effort is made to ensure that data are accurate, yet data used here may differ slightly from other

college and system reports due to the use of different sources, the reporting time period for which the data

was reported, dates on which a report was generated, or use of different data definitions.

Minnesota State Colleges and Universities provides Enrollment and Student Reporting Standards and they

are followed where noted beginning with fiscal year (FY) 2012. As of FY 2011, MnSCU management reports

IHCC 2015 Fact Book Page ii

are used when available and appropriate. This will be noted as a source change below each table, and may

result in some changes in trend lines as the data may appear to be changing more than it actually is.

Explanation of Sources: Below each table, a source will be listed describing where the data in the table originated. The following

sources will be most frequently used:

Operational Data – This is data that is obtained from REPL, our Oracle database. It was obtained by

querying one or more tables. Tables will be listed where possible.

MnSCU Management Reports – These are created by MnSCU and are available in both public and

private versions (password required).

EPM 11 – This indicates that data was obtained using a query created by MnSCU which can be

customized by the user to provide institutional-level data.

Enrollment Analytic Tool – This is created by MnSCU to allow enrollment data to be “cut” according

to specified variables.

Accountability Framework – Maintained by MnSCU.

IPEDS Feedback Reports – IPEDS data is collected, compiled and reported by MnSCU on a rolling

calendar to the Federal Government, who compiles our data along with that of institutions across the

country.

Explanation of Terms: There is a glossary at the end of this document explaining the terms used that are unique to this kind of data

reporting.

IHCC 2015 Fact Book Page iii

Table of Contents Strategic Framework for Minnesota State Colleges and Universities ....................................................................i

Inver Hills Community College (IHCC) Mission, Vision and Values .........................................................................i

Our Mission ........................................................................................................................................................ i

Our Vision .......................................................................................................................................................... i

Our Values .......................................................................................................................................................... i

About the Fact Book ...............................................................................................................................................i

Explanation of Sources: .................................................................................................................................... ii

Explanation of Terms: ....................................................................................................................................... ii

IHCC Quick Facts – Fall 2015 ................................................................................................................................. 1

Enrollment Trends ................................................................................................................................................ 2

For-Credit Enrollment by Academic Year: Headcount .................................................................................. 2

Credit Enrollment by Fiscal Year: Headcount and FYE .................................................................................. 2

Noncredit Enrollment by Fiscal Year ............................................................................................................. 3

Credit Enrollment by Semester ..................................................................................................................... 3

Enrollment by Level – College Level and Developmental Courses ............................................................... 5

Course Offerings and Enrollment by Media Type ............................................................................................. 7

Number of Sections Offered and Seats Sold by Media Type ........................................................................ 7

Seats Sold and Sections Offered by Course Media Type .............................................................................. 9

FYE by Media Code ..................................................................................................................................... 12

Enrollment in Online and Hybrid Courses by Semester .............................................................................. 13

Prior Learning Assessment (PLA) ................................................................................................................ 13

Students by Major ........................................................................................................................................... 14

Student Profile – Credit Students ................................................................................................................... 16

New and Continuing Students .................................................................................................................... 16

Full-Time and Part-Time Status – Trends across Time ................................................................................ 17

Gender ........................................................................................................................................................ 17

Race/ethnicity ............................................................................................................................................. 18

Age .............................................................................................................................................................. 20

Disability Status ........................................................................................................................................... 22

Veterans ...................................................................................................................................................... 23

Low Income Status/Pell Eligibility ............................................................................................................... 24

First Generation Status ............................................................................................................................... 25

IHCC 2015 Fact Book Page iv

Underrepresented Status ........................................................................................................................... 26

Average Credit Load by Semester ............................................................................................................... 27

Admission Status ......................................................................................................................................... 29

Student Residence ...................................................................................................................................... 30

Top Feeder High Schools ............................................................................................................................. 31

Student Engagement and Satisfaction ................................................................................................................ 33

Community College Survey of Student Engagement ...................................................................................... 33

Student Outcomes .............................................................................................................................................. 34

Average Retention, Transfer, Graduation, and Success Rates ....................................................................... 34

Retention, Transfer, and Graduation – MnSCU Accountability Dashboard ................................................... 35

Changes over Time – Status at Third Spring ............................................................................................... 35

Second Fall Persistence and Completion Rates – MnSCU Accountability Dashboard ................................ 35

IPEDS Graduation and Transfer-out Rates ...................................................................................................... 38

Awards Granted .............................................................................................................................................. 39

Glossary ............................................................................................................................................................... 42

Useful Links to Data Sources ............................................................................................................................... 45

IHCC 2015 Fact Book Page v

Index of Tables Table 1 Credit Enrollment by Semester ................................................................................................................ 4

Table 2 Number of Course Sections by Media Type and Semester .................................................................... 10

Table 3 Seats Sold Traditional (Face-to-Face) ..................................................................................................... 11

Table 4 Seats Sold Online .................................................................................................................................... 11

Table 5 Seats Sold Blended/hybrid ..................................................................................................................... 12

Table 6 Enrollment in Online and Hybrid Courses .............................................................................................. 13

Table 7 Majors by Fiscal Year .............................................................................................................................. 15

Table 8 Number of Students by Gender ............................................................................................................. 18

Table 9 Number of Students of Color, White Students, and Students with Unknown Race/Ethnicity .............. 19

Table 10 Number of Students by Race/Ethnicity ................................................................................................ 20

Table 11 Percentage of Traditional and Non-traditional Students ..................................................................... 20

Table 12 Number of Traditional and Non-traditional Students .......................................................................... 21

Table 13 Percentage of Students by Age Range ................................................................................................. 21

Table 14 Number of Students by Age Range ...................................................................................................... 22

Table 15 Enrollment by known Pell Eligibility ..................................................................................................... 25

Table 16 First Generation Status by Federal Definition: Neither Parent Has a Bachelor’s Degree (FY) ............. 26

Table 17 First Generation Status by MN Definition: Neither Parent Attended any College (FY) ....................... 26

Table 18 Underrepresented Students ................................................................................................................ 27

Table 19 Enrollment by Admission Status .......................................................................................................... 29

Table 20 Average Credit Load by Admission Status ............................................................................................ 30

Table 21 Enrollment by City of Student Residence ............................................................................................. 30

Table 22 New First-time Students – Top Feeder High Schools ........................................................................... 31

Table 23 Other New, First-Time Student Sources ............................................................................................... 32

Table 24 New PSEO Students – Top Feeder High Schools .................................................................................. 32

Table 25 PSEO Enrolled Home School Students ................................................................................................. 33

Table 26 New Full-time Regular and Transfer Students ..................................................................................... 35

Table 27 Underrepresented Students: Second Fall Persistence and Completion for First-time Students ......... 36

Table 28 Students of Color Persistence and Completion IHCC vs. MnSCU ......................................................... 37

Table 29 Awards Granted by Type of Degree or Certificate ............................................................................... 39

Table 30 Associate Degrees Granted by Program .............................................................................................. 39

Table 31 Certificates Granted by Program ......................................................................................................... 40

IHCC 2015 Fact Book Page vi

Index of Figures Figure 1 For-Credit Enrollment by AY: Headcount ............................................................................................... 2

Figure 2 Credit Enrollment and FYE by Fiscal Year ............................................................................................... 3

Figure 3 Noncredit Enrollment by Fiscal Year ....................................................................................................... 3

Figure 4 Fall Unduplicated Headcount and Seats Sold ......................................................................................... 4

Figure 5 Spring Unduplicated Headcount and Seats Sold..................................................................................... 5

Figure 6 Summer Unduplicated Headcount and Seats Sold ................................................................................. 5

Figure 7 Seats Sold - College Level Courses .......................................................................................................... 6

Figure 8 Seats Sold-Developmental Classes ......................................................................................................... 6

Figure 9 FYE College Level vs. Developmental ...................................................................................................... 7

Figure 10 Developmental and College Level FYE .................................................................................................. 7

Figure 11 Total Number of Course Sections Offered (FY) ..................................................................................... 8

Figure 12 Number of Course Sections Offered by Media Type (FY) ..................................................................... 8

Figure 13 Percentage of Course Sections by Media Type (FY).............................................................................. 9

Figure 14 Percentage of Seats Sold Face-to-Face ................................................................................................. 9

Figure 15 Percentage of Seats Sold Online ......................................................................................................... 10

Figure 16 Percentage of Seats Sold Blended/Hybrid .......................................................................................... 10

Figure 17 FYE by Media Code ............................................................................................................................. 12

Figure 18 PLA Credits Attempted/Earned ........................................................................................................... 14

Figure 19 Headcount and Average PLA Credits Earned per Student Attempting Credit .................................... 14

Figure 20 Percentage of New and Continuing Students by Semester ................................................................ 17

Figure 21 Percentage of Full-Time and Part-Time Credit Students by Semester ............................................... 17

Figure 22 Percentage of Students by Gender by FY ........................................................................................... 18

Figure 23 Enrollment of Students of Color, White Students, and Students with Unknown Race/Ethnicity ...... 18

Figure 24 Percentage of Students by Race/Ethnicity .......................................................................................... 19

Figure 25 Percentage of Traditional and Non-traditional Students ................................................................... 20

Figure 26 FY 2015 Students by Age Range .......................................................................................................... 21

Figure 27 IHCC Percentage of Students with Disabilities .................................................................................... 23

Figure 28 Percentage of Students with Disabilities at Metro Colleges in 2014 .................................................. 23

Figure 29 IHCC Percentage of Veterans Enrolled ............................................................................................... 24

Figure 30 Estimated Number of Military Personnel at Metro Colleges in Fall 2014 .......................................... 24

Figure 31 Percentage of Enrollment by known Pell Eligibility ............................................................................ 25

Figure 32 Comparison of First Generation Students by Federal and MN Definition (FY) ................................... 26

Figure 33 Percentage of Students with Known Underrepresented Status ......................................................... 27

Figure 34 Average Credit Load – Summer Semesters ......................................................................................... 28

Figure 35 Average Credit Load – Fall Semesters ................................................................................................. 28

Figure 36 Average Credit Load – Spring Semesters ............................................................................................ 28

Figure 37 Percentage of Enrollment by Admission Status .................................................................................. 29

Figure 38 Comparison of Benchmark Areas ....................................................................................................... 34

Figure 39 Average Retention, Transfer, Graduation, and Success Rates Entering Cohorts 2009-2013 ............. 34

Figure 40 Underrepresented Students: Second Fall Success Rate ..................................................................... 36

Figure 41 Students of Color Persistence and Completion IHCC vs. MnSCU ....................................................... 37

Figure 42 IHCC Persistence and Completion: Students of Color vs. White Students ......................................... 38

IHCC 2015 Fact Book Page vii

Figure 43 IHCC Completion: Students of Color vs. White Students .................................................................... 38

Figure 44 IPEDS Graduation and Transfer-out Rates by Fall Cohort using IPEDS Peer Group............................ 39

IHCC Quick Facts – Fall 2015 Credit Enrollment 5,450 unduplicated headcount 1,651 full-year equivalent students 38% new students, 62% continuing 36% full-time; 64% part-time Demographics (Credit Students) 58% female; 41% male 67% traditional age; 32% adult students (26 or older) 33% students of color (of known status) 58% low income (Pell eligible – of known status) 57% neither parent has bachelor’s degree (of known status) 21% neither parent has any postsecondary education (of known status) Students by Race/ethnicity <1% Native Hawaiian/Pacific Islander <1% American Indian/Alaska Native 1% Nonresident alien 10% Hispanic/Latino 6% Asian 3% Unknown or not reported 11% Black/African American 65% White 5% Two or more races Student Residence – Top Cities (Fall 2015 – Credit Students)

Eagan Inver Grove Heights Cottage Grove Saint Paul Rosemount Top Feeder High Schools (Five-year average – First-time credit Students)

Park High School Simley Senior High School Rosemount High School Henry Sibley High School Hastings High School *When all home school and GED categories are combined that category would be the top feeder source

Credit Sections Offered: 800 70% Traditional/classroom 20% Online 10% Hybrid Most Popular Programs of study by enrollment Liberal Arts (AA) Nursing (AS)/ seeking admission to Nursing Contemporary Business (AS) Paralegal (AS) Criminal Justice (AS) Average Credit Load (Fall 2014) Full-Time Students: 13.7 credits Part-Time Students: 6.5 credits Retention Rates (Fall 2013 entering cohort- new first-time full-time students)

82.6% retained to first spring 48.9% retained to second fall IPEDS 3-Year Graduation & Transfer Rates (Fall 2011 entering cohort- new first-time full-time students)

12.6% Graduated 23.3% Transferred The most current Organizational Chart can be found here Sources of data: Operational data, EPM11-Student Persistence and Completion Tool; 30th day record used to obtain data.

https://www.inverhills.edu/Administration/pdfs/IHCCOrgChart111715.pdf

Enrollment Trends

For-Credit Enrollment by Academic Year: Headcount

Figure 1 compares unduplicated and duplicated headcount enrollment across time. Unduplicated headcount

is when a student is only counted once during a year, no matter how many semesters they attended.

Duplicated headcount counts each student each semester they attend. The wider the gap between the two

lines, the higher the amount of students attending more than one semester during an Academic Year. (If all

students attended the same number of semesters the gap between the two lines would be the same).

Figure 1 For-Credit Enrollment by AY: Headcount

Source: Operational Data. ST_TERM_DATA, final records

Credit Enrollment by Fiscal Year: Headcount and FYE Figure 2 shows for-credit enrollment by headcount (duplicated and unduplicated) and FYE (full-year

equivalent) which takes all credits and divides them by 30, (12 credits + 12 credits + 6 credits = 30) which is

full-time status for all 3 semesters in a given year or students who take 15 credits fall and spring semesters.

15442 14823 14405 14049 13765

9400 9028 8896 8507 8468

AY 10-11 AY 11-12 AY 12-13 AY 13-14 AY 14-15

Duplicated Headcount Unduplicated Headcount

IHCC 2015 Fact Book Page 3

Figure 2 Credit Enrollment and FYE by Fiscal Year

Source: MnSCU Management Reports/Enrollment/Student FYE by campus

Noncredit Enrollment by Fiscal Year

Between 2011 and 2013, noncredit (Continuing Education and/or Customized Training) duplicated and

unduplicated enrollments were similar, meaning that most noncredit students were enrolled only one

semester per year. However, in 2014, both of these counts significantly increased due to a change in

MnSCU’s method of counting these students (see Figure 3).

Figure 3 Noncredit Enrollment by Fiscal Year

Source: Management Reports/Custom Training/Enrollment/Hours by Campus

Credit Enrollment by Semester

Table 1 shows for-credit student enrollment by full-time and part-time students and unduplicated headcount

by semester for the past five years. Seats sold are the number of total course enrollments for all students.

Figures 4 through 6 show total unduplicated headcount (full-time and part-time) and seats sold for the past

10 years by semester.

9850 9200 8975

8548 8569

18480 17999 17565

16585

15345 4328

4155

4049

3944

3715

2011 2012 2013 2014 2015

Unduplicated Headcount Duplicated Headcount FYE

4954 4334 4307

6889

7715 5181

4538 4428

8525 9266

2011 2012 2013 2014 2015

Unduplicated Headcount Duplicated Headcount


Table 1 Credit Enrollment by Semester

Semester Full Time Part Time Total Unduplicated

Headcount Seats Sold

Average seats sold per student

FALL 2011 2306 3789 6095 17822 2.92

FALL 2012 2149 3921 6070 17820 2.94

FALL 2013 2100 3815 5815 16754 2.88

FALL 2014 1996 3950 5946 15959 2.68

FALL 2015* 1937 3513 5450 14986 2.75

SPRING 2011 2193 4074 6267 18495 2.95

SPRING 2012 2043 4026 6069 17902 2.95

SPRING 2013 1926 3954 5880 17630 3.00

SPRING 2014 1861 3818 5679 16071 2.83

SPRING 2015 1762 3738 5500 14920 2.71

SUMMER 2011 1086 1719 2805 4409 1.57

SUMMER 2012 979 1680 2659 4110 1.55

SUMMER 2013 963 1492 2455 3815 1.55

SUMMER 2014 991 1572 2563 4035 1.57

SUMMER 2015 882 1437 2319 3578 1.54

Source: Operational Data. ST_TERM_DATA, final records except for fall 2015 which is 30th

day record

Figure 4 Fall Unduplicated Headcount and Seats Sold

Source: Operational Data. ST_TERM_DATA, final records except for fall 2015 which is 30

th day record

0

5000

10000

15000

20000

4800

5300

5800

6300

FALL2006

FALL2007

FALL2008

FALL2009

FALL2010

FALL2011

FALL2012

FALL2013

FALL2014

FALL2015*

Seats Sold Undup HC

10 Year Fall Unduplicated Headcount and Seats Sold

TOTAL UNDUPLICATED HEADCOUNT NUMBER OF SEATS SOLD


Figure 5 Spring Unduplicated Headcount and Seats Sold


Figure 6 Summer Unduplicated Headcount and Seats Sold


Enrollment by Level – College Level and Developmental Courses

Seats sold in college level courses represent a ten-year average of 92% of total seats sold in credit courses

per year. Seats sold in developmental courses represent a ten-year average of 8% of total seats sold per year.

In the past 10 years, the number of seats sold has decreased by 9% for college-level courses and 6% for

developmental courses. However, over the past five years the number of seats sold has decreased by 15% for

college-level courses and by 33% for developmental courses. See Figures 7 and 8.

0

5000

10000

15000

20000

4800

5300

5800

6300

SPRING2006

SPRING2007

SPRING2008

SPRING2009

SPRING2010

SPRING2011

SPRING2012

SPRING2013

SPRING2014

SPRING2015

Seats Sold Undup HC

10 Year Spring Unduplicated Headcount and Seats Sold


0

1000

2000

3000

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5000

0

1000

2000

3000

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SUM2006

SUM2007

SUM2008

SUM2009

SUM2010

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Seats Sold Undup HC

10 Year Summer Unduplicated Headcount and Seats Sold



Figure 7 Seats Sold - College Level Courses

Source: Management Reports/Academic/Class size by level

Figure 8 Seats Sold-Developmental Classes


The full-year equivalent (FYE) students generated by college level courses accounts for a 10 year average of

90% of FYE each year and enrollment in developmental courses accounts for approximately 10% of FYE each

year (see Figure 9). Over the past five years FYE has decreased by 10% in college level courses and by 30% in

developmental courses (see Figure 10). FYE is calculated by dividing total credits sold by 30.

37940

35950 34888

33742

32400

2011 2012 2013 2014 2015

3699

3478 3445

2911

2478

2011 2012 2013 2014 2015


Figure 9 FYE College Level vs. Developmental


Figure 10 Developmental and College Level FYE


Course Offerings and Enrollment by Media Type

Number of Sections Offered and Seats Sold by Media Type

Media type is how the MnSCU system defines the method of course delivery. Courses are delivered by

traditional (in-person, classroom), online, or hybrid (a combination of online and traditional) means. Figure

11 shows the total number of course sections offered with all media types combined by fiscal year. Figures

12 and 13 show the number and percentage respectively of course sections offered by media type by fiscal

11% 11% 11% 9% 9%

89% 89% 89% 91% 91%

2011 2012 2013 2014 2015

Developmental College Level

3200

3300

3400

3500

3600

3700

3800

3900

300

350

400

450

500

550

600

2011 2012 2013 2014 2015

College Dev.

Developmental College Level


year. While the total number of course sections offered has decreased in recent years, of the courses

offered, the proportion of online and hybrid sections has increased.

Figure 11 Total Number of Course Sections Offered (FY)

Source: Operational data; CT_COU, CT_MEDIA, VAL_COU_MEDIA

Figure 12 Number of Course Sections Offered by Media Type (FY)


2063

2099 2085

1929

1873

2011 2012 2013 2014 2015

1614 1599 1546 1400 1306

344 360 373 364 374

105 140 166 165 193

2011 2012 2013 2014 2015

Traditional # Online # Hybrid #


Figure 13 Percentage of Course Sections by Media Type (FY)


Seats Sold and Sections Offered by Course Media Type

The number of seats sold by media type has followed the trends described above (see Figures 14 through

16). The total number of seats sold each fiscal year increased by 11% from FY 2006 to FY 2015, however from

FY 2011 to FY 2015 the total number of seats sold decreased by 16%. The majority of seats sold are in

traditional (face-to-face) courses but in the past 10 years the percentage of seats sold in online classes has

increased by 304% and the percentage of seats sold in hybrid classes has increased by 245%. In the past five

years (FY 2011 to FY 2015) the percentage of seats sold in traditional classes has decreased 18%, the

percentage of seats sold in in online courses has increased 29%, and the percentage of seats sold in hybrid

courses has increased 83%.

Figure 14 Percentage of Seats Sold Face-to-Face


78.24% 76.18% 74.15% 72.58% 69.73%

16.67% 17.15% 17.89% 18.87% 19.97%

5.09% 6.67% 7.96% 8.55% 10.30%

2011 2012 2013 2014 2015

Traditional % Online % Hybrid %

89.0% 83.3%

78.9% 72.4% 70.3% 69.9% 66.9% 64.8% 62.3%

57.6%

2006 2007 2008 2009 2010 2011 2012 2013 2014 2015


Figure 15 Percentage of Seats Sold Online


Figure 16 Percentage of Seats Sold Blended/Hybrid


Table 2 shows the total number of course sections offered by media type and semester from 2006 through

2015. Tables 3 through 5 show the number of credits, and the number and percentage of sections offered

and seats sold by course media type by fiscal year.

Table 2 Number of Course Sections by Media Type and Semester

Semester Tradition: # of Sections Online: # of Sections Hybrid: # of Sections Total Sections

Fall 2006 687 61 16 764

Fall 2007 736 93 15 844

Fall 2008 721 123 25 869

Fall 2009 694 134 46 874

Fall 2010 688 128 52 868

Fall 2011 706 132 53 891

Fall 2012 678 145 89 912

Fall 2013 621 142 69 832

Fall 2014 584 143 69 796

Fall 2015 543 155 82 780

7.6%

14.2%

19.2%

24.1% 23.8% 23.6% 25.2% 26.0%

27.7% 30.5%

2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

3.4% 2.5%

1.9%

3.5%

5.9% 6.5%

7.9%

9.3% 10.0%

11.8%

2006 2007 2008 2009 2010 2011 2012 2013 2014 2015


Semester Tradition: # of Sections Online: # of Sections Hybrid: # of Sections Total Sections

Spring 2006 676 36 23 735

Spring 2007 696 84 14 794

Spring 2008 699 110 14 823

Spring 2009 694 141 22 857

Spring 2010 710 148 43 901

Spring 2011 683 142 45 870

Spring 2012 658 152 74 884

Spring 2013 636 143 57 836

Spring 2014 594 143 76 813

Spring 2015 519 152 91 762

Summer 2006 247 30 2 279

Summer 2007 229 42 1 272

Summer 2008 232 68 4 304

Summer 2009 248 71 7 326

Summer 2010 243 74 8 325

Summer 2011 236 76 13 325

Summer 2012 235 85 20 340

Summer 2013 190 79 20 289

Summer 2014 203 79 33 315

Summer 2015 170 82 35 287


Table 3 Seats Sold Traditional (Face-to-Face)

Fiscal Year

Traditional: # of Sections

Traditional: % of Sections

Traditional: # of Credits

Traditional: # of Seats Sold

Traditional: % of Seats Sold

Total Seats Sold: All Types

2006 1657 92.73% 4918 28012 89.01% 32214

2007 1630 88.73% 4852 28017 83.31% 31471

2008 1664 85.82% 4915 27854 78.95% 33630

2009 1647 81.13% 4919 26314 72.38% 35282

2010 1652 78.63% 4841 28912 70.30% 36353

2011 1614 78.24% 4778 29154 69.91% 41126

2012 1599 76.18% 4878 26853 66.91% 41701

2013 1546 74.15% 4723 25616 64.75% 40133

2014 1400 72.58% 4351 22817 62.27% 39560

2015 1306 69.73% 4194 20121 57.63% 36640


Table 4 Seats Sold Online

Fiscal Year

Online - # of Sections

Online - % of Sections

Online - # of Credits

Online - # of Seats Sold

Online - % of Seats Sold


2006 87 4.87% 268 2381 7.57% 32214

2007 175 9.53% 511 4786 14.23% 31471

2008 245 12.64% 745 6759 19.16% 33630


Fiscal Year

Online - # of Sections

Online - % of Sections

Online - # of Credits

Online - # of Seats Sold

Online - % of Seats Sold


2009 332 16.35% 1020 8770 24.12% 35282

2010 353 16.80% 1079 9771 23.76% 36353

2011 344 16.67% 1055 9849 23.62% 41126

2012 360 17.15% 1102 10127 25.23% 41701

2013 373 17.89% 1143 10282 25.99% 40133

2014 364 18.87% 1132 10155 27.72% 39560

2015 374 19.97% 1143 10661 30.54% 36640


Table 5 Seats Sold Blended/hybrid

Fiscal Year

Hybrid - # of Sections

Hybrid - % of Sections

Hybrid - # of Credits

Hybrid - # of Seats Sold

Hybrid - % of Seats Sold


2006 43 2.41% 136 1078 3.43% 32214

2007 32 1.74% 110 827 2.46% 31471

2008 30 1.55% 99 669 1.90% 33630

2009 51 2.51% 179 1269 3.49% 35282

2010 96 4.57% 339 2443 5.94% 36353

2011 105 5.09% 357 2698 6.47% 41126

2012 140 6.67% 472 3153 7.86% 41701

2013 166 7.96% 581 3662 9.26% 40133

2014 165 8.55% 562 3668 10.01% 39560

2015 193 10.30% 656 4132 11.83% 36640


FYE by Media Code

Full-year equivalent enrollment by media code is shown below in Figure 17.

Figure 17 FYE by Media Code

Source: Management Reports/ Distance Learning/Enrollment by Media Code

3014 2736

2562 2472 2240

1011 1045 1059 1054 1097

301 359 428 416 471

2011 2012 2013 2014 2015

Traditional Online Hybrid


Enrollment in Online and Hybrid Courses by Semester

Enrollment by semester in online and hybrid courses for the past five years is shown below in Table 6.

Table 6 Enrollment in Online and Hybrid Courses

Semester Unduplicated Headcount Seats Sold

Online Hybrid Online Hybrid

Fall 2011 2300 1199 3810 1402

Fall 2012 2360 1645 3998 1988

Fall 2013 2306 1355 3985 1615

Fall 2014 2377 1380 4124 1712

Fall 2015* 2353 1394 4095 1701

Spring 2011 2600 1012 4204 1117

Spring 2012 2587 1250 4340 1516

Spring 2013 2545 1150 4247 1285

Spring 2014 2365 1392 4179 1665

Spring 2015 2521 1515 4453 1884

Summer 2011 1423 223 1977 235

Summer 2012 1472 361 2037 389

Summer 2013 1390 360 1991 388

Summer 2014 1487 461 2084 536

Summer 2015 1406 478 2023 535

Source: Operational data; ST_COU, CT_COU, CT_MEDIA, VAL_COU_MEDIA, final records except for fall 2015 which is 30th

day record

Prior Learning Assessment (PLA)

The prior learning assessment (PLA) process helps adult students match learning gained outside the

classroom to actual college courses. First, students are enrolled in a class to identify courses that may be

completed via PLA - demonstrating their skills and knowledge for academic credit. Then, students are

assessed to determine if an individual PLA is right for them based on their past experiences and proposed

educational goal. The demonstration process varies by course, but is usually in the form of written papers

and/or projects following specific guidelines as well as one-on-one or group meetings with an evaluator for

the specific PLA. This process allows students to demonstrate knowledge and skills gained via work/life

experiences. Credit is obtained using pass/no pass grading.

The number of PLA credits attempted and completed for the past 10 years is shown in Figure 18.


Figure 18 PLA Credits Attempted/Earned

Source: Operational data; ST_COU, CT_COU, CT_DEPT

The number of students who earn PLA credit has increased by 11% since 2006. The average number of PLA

credits earned by a PLA student has increased by 45% since 2006. See Figure 19 below.

Figure 19 Headcount and Average PLA Credits Earned per Student Attempting Credit

Source: Operational data; ST_COU, CT_COU, CT_DEPT

Students by Major Table 7 shows the number of students per year by major. The following Table includes only majors ranked as

the primary major. If a student has more than one primary major, he or she is counted once for each major in

each fiscal year that he or she was enrolled at IHCC. The data below shows the number of students with a

major if they were enrolled in the college for credit courses at any point during a fiscal year. This list includes

2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

PLA CREDITS EARNED 803 525 763 811 1129 1375 2116 2541 2307 1166

PLA CREDITS ATTEMPTED 846 587 820 863 1282 1543 2407 2947 2781 1427

0

500

1000

1500

2000

2500

3000

3500

5.54 5.05 6.01 6.01 6.17 7.05 7.40 8.92 8.18 7.24

145

104 127 135

183 195

286 285 282

161

2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

AVERAGE PLA CREDITS EARNED UNDUPLICATED HEADCOUNT


only majors that were valid as of the first day of the fiscal year – majors that no longer exist at IHCC are not

shown here. If a program was changed significantly to the point that the registrar issued a different major ID

for the new program, data for the old version of the program is not included here.

Table 7 Majors by Fiscal Year

Major 2011 2012 2013 2014 2015

(Blank) 1436 1418 1463 1166 1511

Accounting 209 200 207 176 158

Advanced Emergency Medical Technician

2

Advanced Network Security 9 5 9 5 4

Advanced Network Technology 7 11 5 7 3

Art 87 103 127 94 74

Biology 117 155 181 160 188

Chemistry 11 48 55 64 69

Child Care Teacher 30 28 19 34 33

China Studies 1 2 1 1 1

Community Health Worker 8 1 7 4 5

Community Paramedic

6

Computer Programmer 31 34 34 56 50

Computer Science 110 104 92 66 82

Construction Management 55 48 37 52 44

Construction Management Certificate 9 7 5 5 2

Contemporary Business 415 376 396 435 450

Contemporary Business Practice 96 100 123 98 113

Corrections Certificate

1

Credit for Prior Learning 2 1

1

Criminal Justice 277 272 288 233 239

Criminal Justice Certificate 33 30 30 27 47

Customer Service 1 4 3 3 4

Education Foundations 118 146 152 175 209

eMarketing

1 2

Emergency Medical Services 42 49 47 51 51

Emergency Medical Technician Certificate

10

Engineering Fundamentals

71 131 162 186

Exercise Science

16 50 45 56

Human Resource Management 33 39 54 47 43

Human Service Worker 266 282 256 263 240

Human Services Assistant 15 18 14 18 15

I.T. Help Desk 8 11 12 7 9

Individualized Professional Studies 221 259 299 256 175

Information Technology Support 20 26 34 41 55


Major 2011 2012 2013 2014 2015

Innovative Technology and Instruction 1 2 1 1

International Business

9 16

IP Telephony 7 3 5

2

Law Enforcement 347 286 272 237 226

Legal Administrative Assistant 34 32 18 21 21

Legal Administrative Assistant Cert 10 8 9 3 6

Liberal Arts 2574 2510 2306 2126 2129

Marketing and Sales 45 37 38 24 35

Microsoft Certified IT Professional 1 3 6 6 7

Minnesota Transfer Curriculum 106 87 109 111 123

Music

3

Network Technology and Security 166 150 161 144 130

Nursing 325 300 227 185 190

Nursing Assistant 60 50 55 62 67

Office Technology 9 6 4 2 3

Paralegal 354 310 259 264 266

Paralegal Certificate 134 147 129 115 94

Paramedic Certificate 19 20 27 38 68

Physical Education 46 33 35 25 15

Professional Writing 8 8 11 5 8

Project Management 11 15 19 18 15

seeking admission to Accelerated NUR-Paramedic Track 42 26 47 37 20

seeking admission to Accelerated NURS-LPN track 101 74 66 71 50

seeking admission to Nursing 1049 912 906 963 963

seeking admission to the EMS program 238 232 218 243 219

Small Business Development 23 30 15 18 29

Supervision 8 15 8 9 14

Theatre

4 13

Undecided about which degree to pursue 1406 1367 1529 1767 2009

Source: Operational Data. ST_TERM_DATA, ST_MAJOR, VAL_MAJOR, final records.

Student Profile – Credit Students

New and Continuing Students

Each fall, approximately one-third of IHCC students are new to Inver Hills and two-thirds are continuing

students. Over the past five years, the proportion of new and continuing students has remained fairly

consistent (see Figure 20).


Figure 20 Percentage of New and Continuing Students by Semester


th day record

Full-Time and Part-Time Status – Trends across Time

The proportion of full-time and part-time students by semester has remained fairly consistent over the years

with approximately two-thirds of students being enrolled part-time (see Figure 21).

Figure 21 Percentage of Full-Time and Part-Time Credit Students by Semester


th day record

Gender

Approximately 60% of IHCC students are female and 40% are male. Trends have remained fairly consistent

over the last five years (see Figure 22 and Table 8).

37% 38% 34% 37% 38%

63% 62% 66% 63% 62%

FALL 2011 FALL 2012 FALL 2013 FALL 2014 FALL 2015*

NEW CONTINUING

39% 36% 33% 39% 34% 32% 38% 36%

61% 65% 67% 61% 66% 68% 62% 64%

SUMMER2013

FALL 2013 SPRING 2014 SUMMER2014

FALL 2014 SPRING 2015 SUMMER2015

FALL 2015*

FULL-TIME PART-TIME


Figure 22 Percentage of Students by Gender by FY

Source: Management Reports/Students/Students by Gender

Table 8 Number of Students by Gender

2011 2012 2013 2014 2015

Female 5699 5344 5229 5035 5039

Male 4009 3606 3660 3423 3417

Gender blank 167 80 86 90 113

Total 9875 9030 8975 8548 8569

Source: Management Reports/Students/Students by Gender

Race/ethnicity

The percentage of students of color has been steadily increasing. In 2015, 30% were students of color, 67%

were white, and 3% did not report their race. (Nonresident aliens are excluded from both categories in the

graph.) The percentage of students who don’t report their race/ethnicity has decreased in the past ten years.

See Figure 23 and Table 9.

Figure 23 Enrollment of Students of Color, White Students, and Students with Unknown Race/Ethnicity

58% 59% 58% 59% 59%

41% 40% 41% 40% 40%

2% 1% 1% 1% 1%

2011 2012 2013 2014 2015

Gender blank

Male

Female

21% 28% 28% 28% 30%

72% 69% 70% 67% 67%

6% 3% 2% 4% 3%

2011 2012 2013 2014 2015

Unknown or not reported

White Students

Students of Color


Source: Management Reports/Students/Students by Ethnic

Table 9 Number of Students of Color, White Students, and Students with Unknown Race/Ethnicity

Race/ethnicity 2011 2012 2013 2014 2015

Students of Color 2115 2502 2486 2433 2546

White Students 7089 6242 6238 5758 5713

Nonresident alien 47 56 39 316 253

Unknown or not reported 624 248 211 41 51

Total 9850 9048 8974 8548 8569


As shown in Figure 24 and Table 10, white students comprise the largest percentage of the student

population, followed by Black/African American students, Asian students, and Hispanic/Latino students.

American Indian/Alaska Native, Native Hawaiian/Pacific Islanders, and nonresident aliens each typically

comprise 1% or less of the student population. The proportion of students who report an unknown

race/ethnicity or do not report a race/ethnicity has varied from 35% in FY 2003 to 2% in FY 2013.

Figure 24 Percentage of Students by Race/Ethnicity


2013 2014 2015

Two or more races 4.1% 4.4% 4.2%

Native Hawaiian/Pacific Islander 0.1% 0.2% 0.2%

American Indian/Alaska Native 0.7% 0.5% 0.5%

Hispanic/Latino 7.6% 8.1% 8.6%

White 69.5% 67.4% 66.7%

Asian 5.0% 5.1% 5.4%

Black/African American 10.2% 10.1% 10.8%

Unknown or not reported 2.4% 3.7% 3.0%

Nonresident alien 0.4% 0.5% 0.6%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


Table 10 Number of Students by Race/Ethnicity

Category 2011 2012 2013 2014 2015

Two or more races* - 383 372 377 358

Native Hawaiian/ Pacific Islander 30 8 12 15 16

American Indian/ Alaska Native 111 56 59 41 40

Hispanic/ Latino 399 712 681 695 741

White 7089 6242 6238 5758 5713

Asian 542 436 447 438 464

Black/ African American 1033 907 915 867 927

Unknown or not reported 624 248 212 316 253

Nonresident alien 47 56 39 41 51

Total 9875 9048 8975 8548 8569

Source: Management Reports/Students/Students by Ethnic Note: Data is based on "primary" race/ethnicity. * Two or more races was an added category in 2012

Age

The percentage of traditional age (18-25) and adult (26+) students has remained fairly consistent over the

past five years. The percentage of students 17 and younger has increased by 17% in that time frame. See

Figures 25 and 26, and Tables 11 through 14.

Figure 25 Percentage of Traditional and Non-traditional Students

Source: Management Reports/Students/Students by Age

Table 11 Percentage of Traditional and Non-traditional Students

2011 2012 2013 2014 2015 % Change from 2011 to 2015

17 and younger 10% 6% 6% 8% 11% 17%

18-25 52% 54% 55% 54% 54% 3%

26 and older 37% 40% 39% 37% 34% -8%

10% 6% 6% 8% 11%

52% 54% 55% 54%

54%

37% 40% 39% 37% 34%

1% 1% 0% 1% 1%

2011 2012 2013 2014 2015

Uncoded

26 and older

18-25

17 and younger


2011 2012 2013 2014 2015 % Change from 2011 to 2015

Not reported 1% 1% 0% 1% 1% -22%

Total 100% 100% 100% 100% 100%


Table 12 Number of Traditional and Non-traditional Students

2011 2012 2013 2014 2015

17 and younger 957 544 557 675 976

18-25 5166 4871 4923 4658 4,609

26 and older 3678 3582 3467 3171 2,946

Not reported 69 51 28 44 47

Total 9870 9048 8975 8548 8,569


Figure 26 FY 2015 Students by Age Range


Table 13 Percentage of Students by Age Range

Age 2011 2012 2013 2014 2015

17 and younger 10% 6% 6% 8% 11%

18-21 34% 35% 35% 36% 35%

22-25 18% 19% 19% 18% 19%

26-30 15% 15% 15% 14% 13%

31-35 8% 9% 9% 9% 8%

36-40 5% 5% 5% 5% 5%

41-45 4% 4% 4% 4% 4%

1%

0%

0%

0%

1%

2%

4%

5%

8%

13%

19%

35%

11%

Not reported

71 and older

61-70

56-60

51-55

46-50

41-45

36-40

31-35

26-30

22-25

18-21

17 and younger


Age 2011 2012 2013 2014 2015

46-50 3% 3% 3% 3% 2%

51-55 2% 2% 2% 2% 1%

56-60 1% 1% 1% 1% 0%

61-70 0% 0% 0% 0% 0%

71 and older 0% 0% 0% 0% 0%

Not reported 1% 1% 0% 1% 1%

Total 100% 100% 100% 100% 100%


Note: Total percentages may not equal 100% due to rounding.

Table 14 Number of Students by Age Range

Age 2011 2012 2013 2014 2015

17 and younger 957 544 557 675 976

18-21 3350 3156 3185 3097 3013

22-25 1816 1715 1738 1561 1596

26-30 1462 1370 1332 1184 1084

31-35 767 805 802 760 689

36-40 502 479 469 420 442

41-45 413 390 349 323 325

46-50 303 302 266 236 213

51-55 151 144 146 158 118

56-60 55 59 64 49 35

61-70 25 28 33 32 34

71 and older 0 5 6 9 6

Not reported 69 51 28 44 47

Total 9870 9048 8975 8548 8569


Disability Status

Over the past 10 years the percentage of the IHCC student population with disabilities has increased by

133%, from 2.3% in 2006 to 5.2% in 2015. Of the Metro Colleges in 2015, only MCTC (6%) and Normandale

(6%) have higher percentages of students with disabilities. North Hennepin (5%) has the same percentage as

IHCC. Century (4%), DCTC (4%), Hennepin Tech (4%), St. Paul College (4%), and Anoka Tech/Anoka CC (3%)

have lower percentages than IHCC. See Figures 27 and 28.


Figure 27 IHCC Percentage of Students with Disabilities

Source: Operational Data; ST_TERM, PS_DISAB_NEED

Figure 28 Percentage of Students with Disabilities at Metro Colleges in 2014

Source: System Office Research

Veterans

As shown in Figure 29, each fall, approximately 4% of the student population is a known veteran as identified

by the Veterans Service Office. The IHCC Veterans Services Office estimates that there are many more

veterans at IHCC who have not been identified as such because they have not interacted with the office. The

MnSCU system reports an estimated number of veterans, active military personnel, and National Guard

members by campus. Figure 30 shows estimates for Metro area colleges. IHCC is third in estimated number

of enrolled military personnel.

3.5% 3.4%

4.2% 3.9%

5.2%

FALL 2011 FALL 2012 FALL 2013 FALL 2014 FALL 2015

6% 6%

5% 5%

4% 4% 4%

3% 3%

MCTC Normandale IHCC NorthHennepin

Century DCTC St. PaulCollege

AnokaTech/Anoka CC

HennepinTech

Fall 2014 Metro Colleges: Percentage of Students Reporting Disabilities


Figure 29 IHCC Percentage of Veterans Enrolled

Source: Operational Data; ST_TERM_DATA, ST_COHORT

Figure 30 Estimated Number of Military Personnel at Metro Colleges in Fall 2014

Source: System Office Research

*Students included if any of the following sources indicate the student is a National Guard member, veteran, or on active duty:

application to the institution, FAFSA, financial aid award, institution cohort code, institution program code, or accounting deferment

code.

Low Income Status/Pell Eligibility

Pell eligibility is often used as a way to identify low income students. The number and percentage of students

eligible for Pell grants increased steadily between 2009 and 2013 but has been stable since 2014. Almost half

of IHCC students have an unknown status – that is, the college does not know if they are Pell eligible or not

because they have not completed a FAFSA (Free Application for Federal Student Aid). Per MnSCU convention,

the percent of students who are Pell eligible are shown as a percent of students with known status. Figure 31

shows the percentage of Pell eligible students out of the total with known eligibility; Table 15 shows the total

number known eligible, known not eligible, and unknown.

4.3%

5.3% 5.5%

4.7%

5.3%

FALL 2011 FALL 2012 FALL 2013 FALL 2014 FALL 2015

675 666

506 506 505 495

406 378

237

Anoka Tech/Anoka CC

Century IHCC MCTC Normandale HennepinTech

NorthHennepin

St. PaulCollege

DCTC

Fall 2014 Metro Colleges: Estimated Number of Military Personnel*


Figure 31 Percentage of Enrollment by known Pell Eligibility

Source: Enrollment Analytic Tool

Table 15 Enrollment by known Pell Eligibility

2011 2012 2013 2014 2015

Pell eligible 2947 3017 3156 2986 2822

Not Pell eligible 2186 2030 1947 1964 1857

Status unknown 4742 3983 3872 3595 3890

Total 9875 9030 8975 8545 8569


First Generation Status

First generation status describes the educational attainment of a student’s parents or guardians. There are

two definitions of first generation. The Federal definition is students who come from families where neither

parent has achieved a bachelor’s degree. The Minnesota definition is students who come from families

where neither parent has had any college education.

Approximately 600-800 Inver Hills students each year have an unknown first generation status – that is, the

college does not have data about their parents’ educational attainment and cannot determine whether they

are first generation students or not. Per MnSCU convention, the percent of students who are first generation

are shown as a percent of students with known status. See Figure 32 and Tables 16 and 17.

57%

60%

62%

60% 60%

2011 2012 2013 2014 2015


Figure 32 Comparison of First Generation Students by Federal and MN Definition (FY)


First Generation Federal Definition: Neither parent has a bachelor’s degree

In 2015 57% (4599) of IHCC students of known status came from families where neither parent has a

bachelor’s degree. This is a slight decrease from previous years.

Table 16 First Generation Status by Federal Definition: Neither Parent Has a Bachelor’s Degree (FY)

2011 2012 2013 2014 2015

First generation 5334 5001 4943 4647 4599

Not first generation 3592 3332 3357 3258 3464

Status unknown 949 697 675 640 506

Total 9875 9030 8975 8545 8569


First Generation Minnesota Definition: Neither parent attended any college

In 2015 20% (1643) of IHCC students of known status came from families where neither parent attended any

college. This is similar to the percentage in previous years.

Table 17 First Generation Status by MN Definition: Neither Parent Attended any College (FY)

2011 2012 2013 2014 2015

First generation 1880 1808 1794 1712 1643

Not first generation 7170 6639 6603 6290 6501

Status unknown 825 583 578 543 425

Total 9875 9030 8975 8545 8569


Underrepresented Status

A student is considered underrepresented if he or she fits into at least one of the following categories: (1)

student of color; (2) low income; or (3) first generation. Because there are two definitions of first generation,

60% 60% 60% 59% 57%

21% 21% 21% 21% 20%

2011 2012 2013 2014 2015

% First-Gen (FED) % First-Gen (MN)


there are two definitions of underrepresented. MnSCU reports underrepresented status using the Minnesota

definition of first generation (neither parent or guardian having attended any college).

Over 3,000 IHCC students each year have an unknown status – that is, the college does not have data about

their race, Pell eligibility status, or parents’ educational attainment. Consequently, the college cannot

determine whether they are underrepresented students or not. Per MnSCU convention, the percent of

students who are underrepresented are shown as a percent of students with known status.

Underrepresented – MN Definition of First Generation

In 2015 79% (4,596) of Inver Hills students were identified as underrepresented; this is consistent with the

past four years. See Figure 33 and Table 18 below.

Figure 33 Percentage of Students with Known Underrepresented Status


Table 18 Underrepresented Students

2011 2012 2013 2014 2015

Underrepresented 4953 4819 4881 4698 4596

Not underrepresented 1465 1384 1328 1299 1193

Status unknown 3457 2827 2766 2548 2780

Total 9875 9030 8975 8545 8569


Average Credit Load by Semester

Average credit load is the average number of credits that students register for in a semester. Average credit

load has remained fairly consistent; Figures 34 through 36 show average credit load for full-time and part-

time students by semester.

77% 78% 79% 78% 79%

23% 22% 21% 22% 21%

2011 2012 2013 2014 2015

%Underrepresented %Not Underrepresented


Figure 34 Average Credit Load – Summer Semesters


Figure 35 Average Credit Load – Fall Semesters


th day record

Figure 36 Average Credit Load – Spring Semesters

Source: Operational Data. ST_TERM_DATA, final records.

7.5 7.6 7.7 7.6 7.6

3.4 3.5 3.4 3.4 3.5

SUMMER2011

SUMMER2012

SUMMER2013

SUMMER2014

SUMMER2015

FULL-TIME

PART-TIME

13.4 13.5 13.7 13.7 13.7

6.7 6.7 6.8 6.4 6.4

FALL 2011 FALL 2012 FALL 2013 FALL 2014 FALL 2015*

FULL-TIME

PART-TIME

13.5 13.6 13.6 13.7 13.7

6.4 6.5 6.6 6.7 6.5

SPRING2011

SPRING2012

SPRING2013

SPRING2014

SPRING2015

FULL-TIME

PART-TIME


Admission Status

As shown below, the composition of the Inver Hills student population has shifted in the past five years. The

percentage of undergraduate regular (first-time) students has declined, and the percentage of

undergraduate transfer and PSEO students has increased (see Figure 37 and Table 19).

Figure 37 Percentage of Enrollment by Admission Status

Source: Management Reports/Students/Student Demographics

Table 19 Enrollment by Admission Status

2011 2012 2013 2014 2015

Undergrad regular 3686 3399 3207 2936 2725

Undergrad transfer 3258 3216 3282 3269 3132

Undergrad previous degree 341 311 287 258 252

PSEO 383 376 486 651 899

High School Non-PSEO 86 85 56 23 60

Undergrad unclassified (limited) 2121 1641 1656 1406 1500

Specialist 0 0 1 0 0

Un-coded 0 2 0 4 1

Total 9875 9030 8975 8547 8569

Source: Management Reports/Students/Student Demographics

Average credit load by admission status shows the average number of credits, broken down by admission

status. As shown in Table 20, regular and transfer students have the largest average credit load, followed by

PSEO students. Over the past five years the number of credits taken by undergraduate students with a

previous degree has increased by 11%. The number of credits taken by PSEO students has decreased by 30%

and the number of credits taken by high school Non-PSEO students has decreased by 34%.

2011 2012 2013 2014 2015

31 UG Unclassified 21% 18% 18% 16% 18%

22 High School Non-PSEO 1% 1% 1% 0% 1%

21 PSEO 4% 4% 5% 8% 10%

14 UG Prev Deg 3% 3% 3% 3% 3%

12 UG Transfer 33% 36% 37% 38% 37%

11 UG Regular 37% 38% 36% 34% 32%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


Table 20 Average Credit Load by Admission Status

2011 2012 2013 2014 2015

Undergrad regular 9.36 9.22 9.22 9.43 9.34

Undergrad transfer 8.58 8.63 8.77 8.86 8.85

Undergrad previous degree 6.48 6.31 6.63 6.86 7.22

PSEO 10.04 10.87 9.36 7.71 6.98

High School Non-PSEO 2.88 3.27 3.95 4.55 1.91

Undergrad unclassified (limited) 4.42 4.6 4.49 4.63 4.3

Average for all types 8.13 8.29 8.27 8.39 8.13

Source: Management reports/Students/Students by Credit Load,

Student Residence

Table 21 shows the number of IHCC students enrolled each fall by current city, in descending order.

Table 21 Enrollment by City of Student Residence

City Fall 2011 Fall 2012 Fall 2013 Fall 2014 Fall 2015*

Inver Grove Heights 489 476 487 594 609

St. Paul 659 636 601 561 586

Eagan 466 494 431 418 453

Cottage Grove 364 366 347 297 335

Rosemount 208 222 255 234 292

Apple Valley 276 240 252 254 259

Burnsville 210 210 213 217 239

Hastings 235 217 227 240 238

South St. Paul 264 243 221 229 233

Woodbury 218 241 232 207 218

Lakevillle 133 155 140 204 210

Farmington 237 232 226 212 205

West St. Paul 189 211 205 173 197

Minneapolis 175 133 134 140 122

Maplewood 47 64 47 48 69

Mendota Heights 69 72 61 56 59

Cannon Falls 59 50 50 51 57

St. Paul Park 76 63 54 50 56

Northfield 37 47 47 48 51

Bloomington 51 57 55 56 49

Oakdale 45 45 46 44 48

Savage 40 44 48 61 45

Faribault 7 35 27 42 41

Prior Lake 33 33 29 52 34

Newport 26 36 31 38 29

Bayport 17 23 19 20 24


City Fall 2011 Fall 2012 Fall 2013 Fall 2014 Fall 2015*

Red Wing 20 30 27 24 23

Richfield 24 18 22 19 22

Shakopee 21 33 29 31 19

Roseville 26 21 11 13 19

Hampton 15 17 25 21 18

Prescott 22 25 21 18 16

Eden Prairie 14 11 10 17 16

(blank) 31 45 30 11 16

Elko 5 7 6 14 14

Brooklyn Park 9 8 9 9 14

Lakeland 5 9 11 9 14

Edina 8 4 6 8 13

Stillwater 19 34 23 19 12

Chaska 4 4 5 5 12

Hudson 20 25 20 18 11

River Falls 12 10 12 18 11

Forest Lake 7 9 7 10 11

Randolph 5 10 10 11 10

St. Louis Park 9 11 11 9 10

Coon Rapids 14 6 9 6 10

New Prague 4 5 4 3 10

North St. Paul 5 7 7 10 9

Mounds View 3 1 1 3 9

Brooklyn Center 6 3 4 9 8


day record

Top Feeder High Schools

The following Tables show the numbers of new first-time and Post-Secondary Enrollment Option (PSEO)

students enrolled at IHCC each fall by high school attended, in descending order. Among incoming new, first-

time students a small number come from Minnesota high schools other than those listed in Table 22. IHCC

also enrolls a small number of international students, home schooled students, and GED students (see Table

23).

Table 22 New First-time Students – Top Feeder High Schools

High School Fall 2011 Fall 2012 Fall 2013 Fall 2014 Fall 2015*

Park High School 50 77 61 43 51

Henry Sibley High School 40 50 36 35 49

Rosemount High School 47 37 41 58 48

Hastings High School 38 35 36 36 46

Eagan High School 26 45 35 28 43

South Saint Paul High School 35 32 33 31 42



Simley High School 53 41 31 38 27

Farmington Senior High School 33 43 41 40 26

Apple Valley High School 24 14 17 18 21

Eastview High School 18 27 28 23 19

Burnsville Senior High School 20 21 16 14 16

East Ridge High School 21 23 19 23 15

Tartan Senior High School 4 6 13 12 13

Woodbury High School 20 16 22 9 13

Harding High School 4 3 6 5 13

Northfield High School 9 9 8 6 12

Cannon Falls Jr-Sr High School 7 6 6 5 9

Central High School 3 2 5 7 7

Step Academy 1 6

City Academy 1 1 1 6

School Of Environmental Study 12 11 14 12 5

Lakeville North High School 9 10 11 8 5

Lakeville South High School 7 7 8 8 5

Highland Park Senior High School 10 8 1 3 5

Stillwater Area Senior High School 5 5 7 3 5

Randolph High School 7 3 7 3 4


day record

Table 23 Other New, First-Time Student Sources


GED 72 42 56 33 23

Home School 6 7 18 12 9

Other Minnesota 8 4 7 2 9

Other - International 15 14 9 25 6


day record

PSEO students are high school students enrolled in college level courses. Table 24 shows PSEO students by

high school attended. In addition, Table 25 shows home school PSEO enrolled students. Based on the number

of students enrolled, home school has frequently been among the top five sources of PSEO students.

Table 24 New PSEO Students – Top Feeder High Schools


Simley High School 21 19 59 103 108

Rosemount High School 9 10 77 93 98

Lakeville South High School 6 3 2 52 53

Burnsville Senior High School 6 41 48 44

South Saint Paul High School 4 5 26 20 23



East Ridge High School 10 16 13 19 20

Eagan High School 7 11 14 13 20

Hastings High School 14 19 17 19 19

Eastview High School 11 9 14 7 19

Park High School 36 27 21 18 16

Tartan Senior High School 1 2 11 14

Randolph High School 1 11 15 5 13

Cannon Falls Jr-Sr High School 5 6 4 10 9

Henry Sibley High School 12 12 10 10 9

Woodbury High School 2 6 6 10 8

Farmington Senior High School 22 8 12 8 8

North High School 6 5

Apple Valley High School 3 4 3 5 5

Lakeville North High School 2 4 1 51 4

Step Academy 2 2 3

New Prague High School 1 2

Stillwater Area Senior Hs 1 4 1 1 2

Northfield High School 3 3 7 1

Mts Minnesota Connections Academy 4 1 2 3 1

School Of Environmental Study 1 3 3 2 1

Highland Park Senior High School 1 1 3 1 1

Saint Agnes High School 1 1

Bluesky Charter School 1

Lakeville Area Learning Center 1


day record

Table 25 PSEO Enrolled Home School Students

Fall 2011 Fall 2012 Fall 2013 Fall 2014 Fall 2015*

Home School 35 29 27 30 37


day record

Student Engagement and Satisfaction

Community College Survey of Student Engagement The Community College Survey of Student Engagement (CCSSE) is a national survey that focuses on student

engagement (the amount of time and energy that students invest in meaningful educational practices).

Inver Hills first administered the CCSSE in spring 2009. Five key scales, or benchmarks, provide an overview of

the critical areas of student engagement: Active and Collaborative Learning, Student Effort, Academic

Challenge, Student–Faculty Interaction, and Support for Learners. MnSCU Colleges are required to administer

the CCSSE at least every other year. IHCC’s benchmark scores below are in comparison to the MnSCU


Colleges that participated that year (see Figure 38). For the 2015 survey administration, IHCC is performing

better than the MnSCU Colleges.

Figure 38 Comparison of Benchmark Areas

Source: CCSSE Institutional Report, 2011, 2013, and 2015. Each benchmark score is calculated by averaging the scores on survey

items that comprise the benchmark. All means are weighted by full-time and part-time status to compensate for oversampling of

full-time students.

Student Outcomes

Average Retention, Transfer, Graduation, and Success Rates Averages are shown for the five most recent cohorts for which data is available, 2009-2013 (see Figure 39).

Averages for second spring, third fall, and third spring do not include all cohorts as that data is not yet

available for the most recent cohorts.

Figure 39 Average Retention, Transfer, Graduation, and Success Rates Entering Cohorts 2009-2013

Source Accountability Framework/Student Persistence and Completion Note: Retention is measured from the beginning of the semester; transfer, graduation and total success are measured from the end of the semester. Data is not available at all measurement points for all cohorts.

42

44

46

48

50

52

54

56

58

Active andCollaborative

Learning

Student Effort AcademicChallenge

Student-FacultyInteraction

Support forLearners

Score 2011 IHCC

2011 MnSCU

2013 IHCC

2013 MnSCU

2015 IHCC

2015 MnSCU

84.6%

66.8% 64.6% 63.0% 64.2%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

1st Spring 2nd Fall 2nd Spring 3rd Fall 3rd Spring

Avg.Retention Avg.Transfer Avg. Graduation Avg. Success


Retention, Transfer, and Graduation – MnSCU Accountability Dashboard Entering full-time students are tracked in cohorts to determine retention, transfer, and graduation rates.

Cohort years refer to the first fall semester of students entering IHCC. The success rate is the percentage of

students who have either graduated, transferred, or been retained. Table 26 presents outcomes for the five

most recent cohorts for which data is available. Outcome rates are shown from first spring through third

spring.

Table 26 New Full-time Regular and Transfer Students

Cohort # in

Cohort Measure

First Spring

Second Fall

Second Spring

Third Fall

Third Spring

2009

1068

% Retained 79.2% 46.6% 39.6% 23.2% 18.1%

% Transferred 3.1% 13.6% 16.7% 24.4% 27.0%

% Graduated 6.2% 8.8% 14.2% 17.9% 21.6%

% Success 85.2% 67.5% 65.3% 62.8% 70.2%

2010

1023

% Retained 76.5% 44.5% 38.9% 25.9% 18.6%

% Transferred 3.6% 13.7% 17.3% 24.8% 26.2%

% Graduated 5.0% 7.4% 10.9% 15.3% 19.7%

% Success 82.1% 64.3% 63.7% 63.4% 63.2%

2011

905

% Retained 80.0% 48.0% 40.7% 22.9% 16.9%

% Transferred 3.2% 11.8% 13.9% 21.7% 24.2%

% Graduated 4.8% 7.2% 12.7% 17.8% 21.7%

% Success 84.6% 66.1% 62.0% 59.4% 59.3%

2012 808

% Retained 80.0% 50.1% 44.2% 26.7%

% Transferred 3.1% 13.7% 15.5% 24.6%

% Graduated 4.6% 7.5% 13.4% 17.2%

% Success 84.7% 69.9% 67.5% 66.3%

2013 797

% Retained 82.9% 48.8%

% Transferred 2.6% 12.8%

% Graduated 3.5% 6.3%

% Success 86.6% 66.4% Source: Accountability Framework, Student Persistence and Completion. Data is not yet available for shaded cells.

Changes over Time – Status at Third Spring

The overall success rate has decreased from 70% for the fall 2009 cohort to 59% for the fall 2011 cohort (the

last for which 3rd spring data is available). This is due in part to a decrease in transfer rates at the third spring

– from 27% for the fall 2009 cohort to 24% for the fall 2011 cohort. Additionally, there has been a decrease in

retention measured at the beginning of the semester, and a further decrease in retention during the

semester due to attrition. Graduation rates at the third spring have remained fairly consistent.

Second Fall Persistence and Completion Rates – MnSCU Accountability Dashboard

Underrepresented Students

The second fall persistence and completion rate for underrepresented students (MN definition) is a MnSCU

accountability measure. Also known as the success rate, it shows the percent of students who are either


persisting at IHCC (retained), have transferred to another institution, or have graduated at the cohort’s

second fall semester. This measure includes only full-time regular and transfer students who are

underrepresented and were new entering students in the semester noted.

The point of measurement for student success is determined based on a student’s entering (cohort) year. At

this time, cohorts are defined as new students entering in the fall semester of a fiscal year. IHCC’s second fall

success rate for underrepresented students has varied over the past several years from 61% for the fall 2004

cohort, to 75% for the fall 2008 cohort. In the past five years, the student success rate at IHCC ranged from

63% to 68% (see Figure 40). The data is shown in comparison to the average for MnSCU 2-year institutions.

Figure 40 Underrepresented Students: Second Fall Success Rate

Source Accountability Framework/Student Persistence and Completion Note: Retention is measured from the beginning of the semester; transfer, graduation and total success are measured from the end of the semester.

Table 27 shows retention, transfer, graduation, and success rates for IHCC underrepresented students in

comparison to those rates for MnSCU 2-year colleges. In 2012, IHCC had slightly higher retention, transfer,

and success rates than the comparison group.

Table 27 Underrepresented Students: Second Fall Persistence and Completion for First-time Students

Fall Cohort Institution # in Cohort Retained Transferred Graduated Success

2009 IHCC 574 45.1% 11.7% 7.5% 64.3%

MnSCU 2-year colleges 17,121 48.9% 10.1% 7.7% 66.8%

2010 IHCC 607 45.1% 11.9% 5.8% 62.8%


2011 IHCC 546 48.0% 10.8% 5.9% 64.7%


2012 IHCC 464 49.6% 12.9% 5.4% 67.9%


2013 IHCC 472 47.9% 9.5% 6.4% 62.7%


Source: Accountability Framework: Persistence and completion, Underrepresented students

Note: Retention is measured from the beginning of the semester; transfer, graduation and total success are measured from the end of the semester.

40%45%50%55%60%65%70%75%80%

2009 2010 2011 2012 2013

Cohort Year

IHCC MnSCU Colleges


Students of Color

Another accountability measure is persistence and completion rates for students of color. The overall success

rate for students of color at IHCC has been similar to, or slightly higher than the success rate for MnSCU 2-

year colleges as a whole. Figure 41 shows the IHCC and MnSCU success rates for the past five years for which

data are available. Table 28 includes the number of students of color in the last five entering cohorts and the

percentages retained, transferred, or graduated at the second fall semester for IHCC and for MnSCU colleges.

Figure 41 Students of Color Persistence and Completion IHCC vs. MnSCU

Source: Accountability Framework: Persistence and completion, Students of Color

Table 28 Students of Color Persistence and Completion IHCC vs. MnSCU

Cohort Institution # SOC in Cohort Retained Transferred Graduated Success

2009 IHCC 283 44.9% 12.4% 8.8% 64.7%


2010 IHCC 294 43.9% 10.2% 5.4% 58.5%


2011 IHCC 266 43.2% 13.2% 5.6% 61.3%


2012 IHCC 206 48.5% 11.2% 4.9% 64.6%


2013 IHCC 232 52.2% 8.6% 4.7% 64.7%

MnSCU 2-year colleges 5,903 45.6% 10.9% 7.1% 62.3% Source: Accountability Framework: Persistence and completion, Students of Color

Note: Retention is measured from the beginning of the semester; transfer, graduation and total success are measured from the end of the semester.

Figure 42 compares persistence and completion rates for students of color and white students at IHCC. In fall

2008 combined persistence and completion rates for students of color versus white students were less than

1% different. Over the next several years the difference increased to as much as 8%, however in fall 2013 the

difference declined to 2%.

40%

45%

50%

55%

60%

65%

70%

75%

80%

2009 2010 2011 2012 2013

IHCC SOC MnSCU Colleges


Figure 42 IHCC Persistence and Completion: Students of Color vs. White Students

Source: Strategic Framework Performance Measures

Completion rates for IHCC students of color have been consistently lower than completion rates for white

students (see Figure 43). The difference in completion rates has ranged from 5% in 2008 to over 14% in 2011.

Figure 43 IHCC Completion: Students of Color vs. White Students

Source: Strategic Framework Performance Measures

IPEDS Graduation and Transfer-out Rates Graduation and transfer-out rates within three years (150% of normal time to graduate) are calculated based

on cohort groups for new first-time full-time degree- and certificate-seeking students who enter IHCC each

fall. Data is reported to the US Department of Education Integrated Postsecondary Education Data System

50%

60%

70%

80%

FALL2005

FALL2006

FALL2007

FALL2008

FALL2009

FALL2010

FALL2011

FALL2012

FALL2013

Persistence and Completion

Students of Color White Students

30%

40%

50%

60%

FALL2005

FALL2006

FALL2007

FALL2008

FALL2009

FALL2010

FALL2011

FALL2012

Completion

Students of Color White Students


(IPEDS) each year, and is part of the Student-Right-to-Know information. Comparison data is provided for

similar institutions. See Figure 44 below for a breakdown of this data.

Figure 44 IPEDS Graduation and Transfer-out Rates by Fall Cohort using IPEDS Peer Group

Source: IPEDS Feedback Reports

Awards Granted Table 29 shows how many awards were granted each year. The Associate of Arts (AA) degree has shown the

largest increase in awards granted in the last five years, from 325 in 2011 to 363 in 2015.

Table 29 Awards Granted by Type of Degree or Certificate

Award Type 2011 2012 2013 2014 2015

AA 325 336 335 360 363

AAS 28 28 29 20 18

AFA 8 6 6 2 6

AS 338 369 365 356 354

Total Degrees 699 739 735 738 741

Certificates 270 236 236 161 229

Total Awards 969 975 971 899 970

Source: Management Reports/Academic/Awards Granted

The number of degrees (see Table 30) and certificates (see Table 31) granted are shown below. Programs are

listed only if they were active as of the first day of FY 2015.

Table 30 Associate Degrees Granted by Program

Program 2011 2012 2013 2014 2015

Accounting (AS) 11 7 20 33 23

Art (AFA) 8 6 6 2 6

Biology 4 1 3 6

16% 19%

15% 17%

19% 16%

18% 17% 14%

16%

35%

22%

30%

21%

40%

30% 33%

29%

34%

29%

IHCC Peers IHCC Peers IHCC Peers IHCC Peers IHCC Peers

2006 cohort (2010Report)





Graduation Rate Transfer Rate


Program 2011 2012 2013 2014 2015

Building Inspection Technology (AAS) 1 3 2 1

Chemistry 3 4 2 4

Computer Programmer (AAS) 1 1

Computer Science (AS) 3 1 1 1

Construction Management (AS) 3 2 4 2

Contemporary Business (AS) 33 29 25 28 49

Contemporary Business Practice (AAS) 5 6 5 5 7

Criminal Justice (AS) 27 20 33 32 18

Education Foundations 4 14 8 16

Emergency Health Services (AS) (Emergency Medical Services) 12 21 18 10 9

Engineering Fundamentals 8 9 4

Exercise Science 3 4 3 4

Human Service Worker (AS) 21 21 29 20 29

Individualized Professional Studies (AS) 32 53 45 55 52

Law Enforcement (AS) 34 33 49 35 28

Legal Administrative Assistant (AS) 4 2 2 2 1

Liberal Arts and Sciences (AA) 325 336 334 360 363

Microcomputer Software Support Spec. (AAS) 1 2 1

Network Technology and Security (AAS) 22 18 19 15 8

Nursing (AS) 103 113 78 83 70

Paralegal (AS) 46 45 38 31 38

Physical Education (AS) 2 1 1


Table 31 Certificates Granted by Program

Program 2011 2012 2013 2014 2015

Advanced Network Technology

2

Child Care Teacher 4 2 1 1

Community Health Worker

Construction Management 2 1 1

Customer Service 1 3 1 1

Emergency Medical Technician 92

eMarketing

1

Human Resource Management 12 12 7 7 7

Human Services Assistant 1 1 1 2

IP Telephony 3 1

IT Help Desk 2 2 3 2 2

Legal Administrative Assistant 2 1

Marketing and Sales 1 3 1 1 1

Microsoft IT Professional 1 1 1 1


Program 2011 2012 2013 2014 2015

Network Security

Nursing Assistant 187 144 157 90 55

Office Technology 2 1

Paralegal 25 33 33 34 35

Paramedic 9 10 14 14 19

Pre CCJLE 5 6 1 3 2

Professional Writing 2

Project Management 2 1 5 5

Small Business Development 2 5 2 2

Supervision 6 10 6 1 5


Glossary Academic year (AY) – Starts with the fall semester and ends with the following summer semester.

Completion rate – Percent of an entering cohort of full-time undergraduate regular and transfer students

that has completed. Completion is measured as graduation or transfer by the end of the third spring after

entry at the colleges.

Continuing student – A continuing student has attempted credits at IHCC previous to the semester of focus.

Duplicated headcount – The sum of the enrollment each semester. If a student is enrolled during two

semesters, he or she is counted twice.

First generation –Refers to whether a student is the first generation in his or her family to attend college.

There are different definitions of first generation used by the Federal and Minnesota state governments.

First generation (Federal) –Neither parent has attained a bachelor’s degree. This is the definition used by

the federal government in funding many programs related to higher education; it is also the commonly

accepted definition for private foundations and other organizations focused on college access.

First generation (MN) –Neither parent received any postsecondary education. This definition was

established by the Minnesota Legislature and can be found in Laws of Minnesota 2003, Chapter 133, Article

1, Section 3, Subd. 3. This definition is commonly used by MnSCU.

Fiscal year (FY) – Starts with the summer semester and ends with the following spring semester. It is named

for the calendar year in which the fiscal year ends. It begins July 1 and ends June 30th.

Full-time student – In fall and spring semesters, full time status is defined as registered for 12 or more

credits. In summer semester, full time status is defined as registered for six or more credits.

Full-year equivalent (FYE) – The number of full-year equivalent students. This is calculated by dividing total

student credit hours by 30.

Graduation rate – Number of students who have received a degree or certificate divided by total number of

students in cohort. MnSCU measures the student’s status at the end of the semester. IPEDS measures

graduation as of August 31 three years after the fall entry date.

High school non-PSEO – The student is currently enrolled at both a high school and IHCC (or is

homeschooled) and is not part of the PSEO program.

Hybrid course – A hybrid course is a course that is web-enhanced with limited seat time. A significant

portion of the course is delivered via the web. Differs from internet/online courses in that the class does


have scheduled meetings beyond initial orientation sessions. Meeting time less than for traditional sections

of the course. Also known as a blended or web-enhanced course.

IPEDS – Integrated Postsecondary Education Data System – the primary source for data on colleges,

universities, and technical and vocational postsecondary institutions in the United States who participate in

the Federal Financial Aid Program. Part of NCES (National Center for Educational Statistics).

http://nces.ed.gov/ipeds/about/

Low income – For data shown here, low income is defined as Pell eligible. However, there are other

definitions of low income that may be used for specific grants or other projects.

New student – A new student has not attempted credits at IHCC previous to the semester of focus. Students

who are new in the summer are also counted as new students in the fall cohort.

Online course – An online course is a course that is delivered entirely or predominantly online. Student

participation may include synchronous or asynchronous activities which only requires a cohort meeting at

the beginning or once during the course. Also known as an internet course.

Part-time student – In fall and spring semesters, part time status is defined as registered for less than 12

credits. In summer semester, part time status is defined as registered for less than six credits.

Pell eligible – The student is eligible to receive a Pell grant, a type of federal grant targeted toward students

from low income families. Pell eligibility is often used to indicate that the student is from a low-income

family.

PSEO student – A PSEO student is a high school junior or senior enrolled at IHCC through the Post-Secondary

Enrollment Options (PSEO) program. PSEO is a statewide program through which high achieving high school

students receive both high school and college credit for courses completed at colleges.

http://www.mnscu.edu/admissions/pseo.html

Retention rate – Number of students who registered for a semester divided by total number of students in

cohort. This refers to the student’s status at the beginning of the semester for the MnSCU Accountability

Dashboard. http://www.mnscu.edu/board/accountability/index.html

Student persistence and completion (MnSCU) – Number/percent of the entering cohort of full-time

undergraduate regular and transfer students that have been retained, graduated or transferred by the

second fall semester following original fall enrollment.

Success rate – The sum of the number of students in the entering cohort who have graduated, transferred,

or are retained at the college during the specified semester. On bar graphs, the difference between 100%

and the sum of the retained, graduated, and transferred percentages represents the students who were

neither retained, transferred, nor graduated. Retention is measured at the beginning of the semester;

transfer, graduation, and success are measured at the end of the semester.


http://www.mnscu.edu/admissions/pseo.html

http://www.mnscu.edu/board/accountability/index.html


Traditional course – A traditional course is course in which all instruction is face to face in a classroom

setting. The internet and/or the instructional management system (D2L) might be required for components

of the course (e.g. grades, assignments, homework).

Transfer rate – Number of students who enrolled at another post-secondary institution divided by total

number of students in cohort. The MnSCU Accountability Dashboard measures the student’s status at the

beginning of the semester. IPEDS measures transfer as of August 31 three years after the fall entry date.

Undergrad previous degree – Student has earned a previous post-secondary degree of any type.

Undergrad regular – First-time student, or a student who has not attended college previously.

Undergrad transfer – Student has previously completed coursework at other postsecondary institutions.

Undergrad unclassified – Non-degree-seeking student. Student can register for a maximum of 10 credits

each semester.

Underrepresented – A student is considered underrepresented if he or she fits into at least one of the

following categories: (1) student of color; (2) low income; or (3) first generation. Because there are two

definitions of first generation, there are two definitions of underrepresented. Underrepresented students

are reported on here using the MnSCU definition of first generation. For data shown here, low income is

defined as Pell eligible. However, there are other definitions of low income that may be used for specific

grants or other projects.

Unduplicated headcount – A count of how many different individual students were enrolled at the college

over the course of the year. Each student is counted once.

Useful Links to Data Sources


The MnSCU Accountability Dashboard site, which provides data on the measures currently being tracked by

MnSCU for all Colleges and Universities. Also provides links to other dashboard tools (Composite Financial

Index, Enrollment, Facilities Condition Index, Licensure Exams Pass rate, Student Persistence and

Completion, and Tuition and fees. (Note: Some data requires a password, and some is public.)


Integrated Postsecondary Education Data System. All institutions whose students receive Federal Financial

Aid are required to participate. There is a large amount of public information available on the site.

http://nces.ed.gov/collegenavigator/

College Navigator provides an easy way to find programs and other college data.

http://www.its.mnscu.edu/reportanddataservices/managementreports/academicreports.php

Management Reports from MnSCU. Aggregated Information by institution or for System in the categories of

Academic, Admission, Custom Training, Distance Learning, Enrollment, Facilities, Finance, HR, and Students.

Strategic Framework Performance Metrics: Measures and Definitions

Strategic Framework Performance Measures report including definitions of terms used by the MnSCU

system in measuring student outcomes.



http://nces.ed.gov/collegenavigator/

http://www.its.mnscu.edu/reportanddataservices/managementreports/academicreports.php

https://www.inverhills.edu/AlumniFriends/pdfs/IHCC-SPM-Report-2015-04-27.pdf

Documents

Inver Hills Community College Fact Book