monitoring report on enrollment planning response …€¦ · the objectives of strategic goal #4...

MonitoringReportonEnrollmentPlanningResponsetotheHigherLearningCommission’s2012ComprehensiveEvaluationVisit

ChicagoStateUniversityChicago,IL

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TableofContents

ExecutiveSummary.............................................................. 3

UASCEnrollmentPlanningCommitteeMembership................................... 5

Background.................................................................... 6

Section1:Enrollment,Retention,andGraduation(ERG)Metrics....................... 7

Section2:IdentificationandAssessmentofactionstakenbytheUniversity.............. 9

Section3:AssessmentsoftheEffectivenessoftheNewOrganizationalStructure.......... 16

Section4:StatusofEnrollmentforOnlinePrograms.................................. 18

Section5:AnExaminationofRelatedInternalEnrollmentPatternsofEnrollment,

Retention,andGraduation(ERG)DataamongColleges/AcademicUnits...............19

Summary.......................................................................23

Appendices ..................................................................24

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ExecutiveSummary

TheHigherLearningCommission(HLC)reaffirmedtheaccreditationofChicagoStateUniversityafteracomprehensivevisitinNovember2012.RecommendationsforadditionalmonitoringfromtheHLCincludedaCommunicationsMonitoringReportin2014,anEnrollmentPlanningReportin2016,andhaveanAssuranceVisitinfouryears.TheCommunicationsMonitoringReportaddressedcampus-widecommunicationandcompliancewithinternalpoliciesandprocesses.ThisreportwassubmittedandapprovedbyHLCin2014.Thesecondreport,theEnrollmentPlanningMonitoringReport,ispresentedasevidenceinCSU’sAssuranceReportdueDecember2016.Thisreportfocusesonfivesections.Thisreportwascompletedwithinputfromadministrators,faculty,staff, and students and assesses the University enrollment planning efforts. The five sections of thisreportincludedata,assessments,andanalysispertainingto:

I. Enrollment,retention,andgraduation(ERG)metricsfromFall2012throughFall2016;II. IdentificationandassessmentofactionstakenbytheUniversitytoaddressERGprocesses;III. Assessmentoftheeffectivenessoftheneworganizationalstructureforenrollmentplanning;IV. Statusofenrollmentforonlineprograms;andV. ExaminationofrelatedinternalenrollmentpatternsofERGdataamongcollegesandacademic

units.

TheUniversitycommunityrecognizestheimportanceandbenefitsofstrategicenrollmentplanningforenhancingERG.Administrators,faculty,staff,andstudentshavecontinuedtoworkcollaborativelytodevelopenrollmentplanningstrategiesthatfacilitateastudent’senrollment,retention,andgraduationoutcomesattheUniversity.ThisreportsummarizesCSU’scomprehensive,enrollmentplanningstrategiesandoutcomessincethe2012reaccreditationvisit.

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MembershipofContributingCommittees

TheUniversityworksstrategicallytoensurethatenrollmentplanningeffortsarecollaborative,systematic,andcomprehensive.TheUniversity’senrollmentplanningeffortsarefacilitatedthroughmultipleentities,includingtheBoardofTrustees(BOT),President'sOperationsTeam(POT),President'sExecutiveCommittee(PEC),FacultySenate,StudentGovernmentAssociation(SGA),CivilServiceEmployeeCouncil,Provost'sCouncil,UniversityAccreditationSteeringCommittee(UASC),andtheEnrollment,Retention,andGraduation(ERG)Committee.Inaddition,therearemanycommitteesthatparticipateinenrollmentplanningsuchastheUniversityCurriculumCoordinatingCommittee(UCCC),UniversityGraduateCouncil(UGC),UniversityBudgetCommittee(UBC),UniversityHumanResourcesLiaisonGroup,andmanyothersthatworkcollaborativelytoensurethatenrollmentplanningissystematicandcomprehensive.ThemembersoftheUASCandtheUASCEnrollmentPlanningSubcommitteeareasfollows:UniversityAccreditationSteeringCommittee(UASC)Co-Chairpersons

Dr.TonyaHall(Co-Chairperson),AssociateProfessorandStaffPsychologistintheCounselingDepartment,andFacultySenateCorrespondingSecretaryMs.AzungweKwembe(Co-Chairperson),AssistantProfessor,AcquisitionsLibrarianandCoordinatorofTechnicalServicesintheLibraryandInformationSystemsDepartment,andFacultySenateMember

UniversityAccreditationSteeringCommittee(UASC)

Dr.PaulaCarney,AssociateProvost,GraduateandProfessionalStudiesMr.DerrickCollins,Dean,CollegeofBusinessMs.SheilaCollins,Dean,StudentAffairsandFirstYearExperienceDr.CarmitaColeman,InterimDean,CollegeofPharmacyDr.RichardDarga,Dean,LibraryandInformationServicesDr.SatashaGreen,InterimAssociateProvostofCurriculumAssessmentandRetention,AcademicAffairsMs.ParisGriffin,StudentTrustee,FormerStudentGovernmentAssociationDr.NancyGrim,AssistantDeanofAssessment,CollegeofPharmacyDr.RobinM.Hawkins,AssociateVicePresidentandSeniorAssociateGeneralCounselDr.OmarHeaden,InterimDean,HonorsCollegeDr.AngelaHenderson,ProvostandSeniorVicePresidentforAcademicAffairsMs.AtarahJeffers,CSUAlumnaMr.ErnestPaulJonesIII,Student,CommunicationsMediaArts&TheaterDr.LeRoyJonesII,Dean,CollegeofArtsandSciencesDr.JamilahR.Jor’dan,InterimDean,CollegeofEducationDr.DavidKanis,InterimAssociateVicePresident,GrantsandResearchAdministrationMrs.SabrinaA.Land,DirectorIntegratedMarketingandCommunicationsDr.CecilB.Lucy,InterimPresidentMr.DarrenMartin,Student,EarlyChildhoodEducationandPresident,StudentGovernmentAssociationMs.NellyMaynard,InterimDean,ContinuingEducationandNon-traditionalDegreeProgramsDr.ReneeMitchell,Director,AssociateVicePresident,HumanResources&CareerDevelopmentMr.LarryOwens,ActingVicePresident,AdministrationandFinance

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Dr.AnnaRatka,InterimAssociateDean,CollegeofPharmacyDr.BernardRowan,AssociateProvost,ContractandAdministrationMr.BrandonRuppel,UniversityArchives,InformationandRecordsCoordinatorMr.PrashantShinde,CIO,InformationTechnologyDivisionMr.MichaelSukowski,Director,CenterforTeachingandResearchExcellenceDr.AleshiaTerry,ExecutiveSecretary,OfficeoftheProvost Dr.LatriceEgglestonWilliams,InterimAssociateVicePresident,DivisionofEnrollmentManagement&Director,InstitutionalEffectivenessandResearchUniversityAccreditationSteeringCommitteeEnrollmentPlanningCo-ChairsDr.SarahBuck,(Co-Chair),AssociateProfessorintheDepartmentofSecondaryEducation, ProfessionalStudies,andRecreationMs.CheriSidney,(Co-Chair),AssociateVicePresidentofEnrollmentManagement(NolongerwiththeUniversityasofJune30,2016) UniversityAccreditationSteeringCommitteeEnrollmentPlanningCommittee:Ms.ShawniceAvilez,Registrar,OfficeofRecordsandRegistrationDr.PaulaCarney,AssociateProvost,GraduateandProfessionalStudiesDr.SatashaGreen,InterimAssociateProvost,CurriculumAssessmentandRetention,AcademicAffairsDr.DeborahHarper-Brown,AssistantProfessor,CollegeofPharmacyDr.RobinM.Hawkins,AssociateVicePresidentandSeniorAssociateGeneralCounselDr.AngelaHenderson,ProvostandSeniorVicePresidentMr.DarrenMartin,Student,EarlyChildhoodEducation,President,StudentGovernmentAssociationMr.RooseveltMartin,AssistanttoDean,CollegeofBusinessMs.NellyMaynard,InterimDean,ContinuingEducationandNontraditionalProgramsMr.FrankMcKnight,AssistantDirector,FirstYearExperienceMr.WilliamN.Sanders,AssociateDirector,InstitutionalEffectivenessandResearch(NolongerwiththeUniversityasofJune30,2016)Dr.LatriceEgglestonWilliams,InterimAssociateVicePresident,DivisionofEnrollmentManagement&Director,InstitutionalEffectivenessandResearch

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Background

The2012HLCSiteVisitTeamraisedconcernsregardingacollaborative,systemicandcomprehensiveapproachtocollectingandevaluatingdataasrelatedtoenrollmentplanning.Specifically,theteamnotedthattheUniversityneededtosetdefinitetargetsandgoalsandreflectevidenceofachievementofgoals.In2012,withinthecompletedUniversityStrategicPlan,StrategicGoal#4focusesonimprovingtherecruitment,retention,andgraduationoutcomesofadiversestudentpopulationthroughanurturingandchallengingenvironment.Inaddition,itfacilitatesthedevelopmentofstudentswhoarecompetent,creative,resourceful,global,andempoweredcitizens.TheobjectivesofStrategicGoal#4are:

1. IdentifyandenhancestrategicpartnershipswithfeederentitiestofostergreaterenrollmentnumbersoffreshmenandtransferstudentsthatspecificallytargetAfrican-Americanmales,culturallydiversestudents,adultlearners,andindividualswhohaveahistoryofsuccess;

2. Createandpromoteacomprehensiveacademicsupportsystemthatwillfosteranenvironmentwherestudentswillenroll,progress,andgraduatefromCSUwithinsixyears;

3. Developandcommunicateclearlydefinedrequirementsforsuccessfulprogressionthrough

eachacademicprogramtoassiststudentsintimelydegreecompletion;4. Implementa“BestPractices”enrollmentmanagementsystemthataccuratelycollectsand

tracksstudentprogressionfromenrollmentthroughgraduation.

The2012HLCSiteVisitTeamevaluatedCSUonpastHLCsitevisitsandmonitoringreports.Theynotedwithintheirreport,the2003SiteVisitTeam’sconcernsregardingtheUniversity’slowgraduationratesandrecognizedtheimpactofenrollmentontheinstitution’sresources.HLCrecommendedthatCSUcompletemonitoringreportsin2006and2009relatedtoenrollment.HLCmadeaFocusVisitinSpring2010.ThefocusvisitreportwasacceptedbyHLCwithafullvisitculminatingin2012.ReaccreditationforCSUwasapprovedbyHLCin2012withthecaveatofcompletingaCommunicationsMonitoringReport,anEnrollmentPlanningReport,andanAssuranceReportin2016.

Regardingenrollmentplanning,HLCprovidedfeedbackwhichnotedthatthe2011-2013StrategicEnrollmentPlan(SEP)outlinedspecificstrategiestoimproverecruitmentandretentionatCSU.However,adequateevidencewasnotavailabletosuggestthatsystematicandcomprehensivedatahadbeencollectedandevaluatedtosetspecificenrollmentmanagementtargetsandgoals,orevidenceoftheirachievement.Therefore,anEnrollmentPlanningMonitoringReportwasneededtodocumentevidenceofERGactivities.

In the2012HLCSelf-Study,CSUdocumented that theUniversity tooknecessaryactions that impactedenrollment such as dismissing students for failure to meet satisfactory academic progress (SAP),increasingtheacademicstandardsforadmission,andsunsettingsomeacademicprograms.(AppendixA).

Overthepastfiveyears,strategicenrollmentmanagementhascontinuedtobeapriorityatCSU.CSUhasidentifiedsevenstrategiestoassistinmeetingitsgoaltogrowenrollmentsystematically.ThesestrategiesofenrollmentmanagementserveasaroadmaptostrategicallyplanforincreasingERGmetricsatCSU.ThefollowingpagesprovideanoverviewofUniversityenrollmenttrends,enrollmentstrategies,andgoalsassociatedwiththegrowthofCSUandstudentsuccess.EnrollmentplanningisaUniversity-

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wideresponsibilityandeveryemployeecontributestoitssuccess.BelowarethemajorenrollmentplanningstrategiesemployedbytheUniversitytoincreaseenrollment:

1. Manageenrollmentcapacity2. Increasethefirst-timefull-timefreshmencohort3. Enhancescholarships4. Increaseenrollmentoftransferstudents5. Involvealumni6. Expandoutreach7. Augmentanddiversifyrecruitingefforts

TheUniversity’soverallgoal,asoutlinedinCSU’sstrategicplan,ACCESS,istogrowenrollment,increaseretention, improve graduation rates for all students, and maximize the current resources of theInstitution.

SectionI.Enrollment,retention,andgraduation(ERG)metricsfromFall2012throughSpring2016

EnrollmentEnrollmentplanningisessentialtotheenrollmentcycleofCSU.Inadditiontotheplan,therehavebeenchangesintheawardingoffederalfinancialaidthatimpactedenrollment.Examplesofthisarechangesinthewaysatisfactoryacademicprogressiscalculated,changesinPellGranteligibility,andtherevisionofcriteriaforcrediteligibilityforParentPlusLoans.ThesefederalchangesimpactedtheCSUstudentswhoareeligibleforsomeformoffinancialaid.Enrollmentplanningstrategieshaveincludedtrainingfaculty,staff,andadministratorsonunderstandingtheirroleintheawardingoffinancialaidtostudentsatCSU.

InFall2012,CSUimplementedchangesinacademicareasandstudentsupportservicestomaximizequalityinstruction,enhanceassessment,increasestudentsupportservices,rebuildthepublicimageandbrand,improvecustomerservice,realignbusinessprocesses,andreemphasizeadherencetofederal,state,andinstitutionalpolicies.CSU’senrollmentdeclinedoverallby22%fromFall2012throughFall2015.EnrollmentinFall2012was6,107studentsand4,767inFall2015.AlthoughCSUimplementeditsenrollmentplanningstrategiesunderthestrategicplan,thelargestdeclinehasbeeninthefirsttimefulltimestudentcohort.Inresponse,CSUimplementedseveraltargetedprogramsforthispopulation.Forexample,CSUiscontinuingtoprovidestrategiessuchasanorientationforallnewstudentscalledCougarStartU;restructuringthefreshmenexperiencetothefirstyearexperience;andofferingasummerbridgecoursetosupportremediation.CSUhasalsoutilizedalumni,staff,andstudentstoaugmentandexpandrecruitmenteffortsandoutreach.

CSUeliminatedcourseofferingsat12of itsoff-site locations.Studentsat theseoff-site locationswerenoteligible for financialaidasadditionalapprovalswereneeded.Therefore,all siteswerecloseduntilappropriateapprovalswereobtainedfromtheIllinoisBoardofHigherEducation(IBHE)andDepartmentof Education (DOE). The College of Education (COE) had several program courses at these off-sitelocations.CSU’senrollment, specificallywithin theCOE,decreasedby17% (209) fromFall 2012 toFall2015.

Throughtheprogramreviewprocess,academicrequirementsoftheBoardofGovernors’(BOG),anon-traditional degree program, were deemed less rigorous than other University traditional academicprograms.Therefore,theBOGprogramwassunsetatCSUinFall2011andadmissionssuspended.The

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last studentmatriculated through theprogram in2014. InFall2012,BOGstudentenrollmentwas629andinFall2015itwas229,a64%decrease.ThisprogramtransitionedtoanewGeneralStudiesprogramhousedintheCollegeofArtsandSciences.

The University College (UC) program is a conditional admissions program where students takeMathematics, English, Reading, and Freshmen seminars. If students do not pass these courses, theyremain in UC and do not transition to their major degree programs. An admission process changeoccurred in the UC program. This caused a decrease in the conditionally admitted first-time full-timefreshmen.PrioradmissionrequirementsonlyincludedanACTscoreof15andGPAof2.0.Currentcriteriarequire a minimum ACT score and GPA on a sliding scale. Additionally, new program requirementsmandatethatallUCstudentscompletearigorouspre-admissionsinterviewwithacommitteeoffacultyandstaff.TheUCprogramenrollment inFall2012was387studentsandasofFall2015therewere83studentsenrolledintheprogram.

ThedatainthetablesinAppendixBprovideanoverviewofenrollmentatCSUsinceFall2012aswellasretentionandgraduationmetrics.Enrollmentisdetailedsemesterbysemester,bystudenttype(freshmen,transfer,graduate)overthelastfouryears.EnrollmenttotalsarebasedonthetotalnumberofstudentsenrolledatthetimeoftheUniversitycensusdateforeachofthetermsreported.Anenrolledstudentisdefinedasastudentwhohasgreaterthanzero(0)billinghoursforaregisteredcoursewithinagiventerm.

Datashowthatthelargestdeclineinenrollmentoccurswiththereturningstudentpopulation.ThepersistenceratefromFall2014toSpring2015iscurrentlyat79%(201ofthe253Fall2014cohortreturned),whichisuptwopercentagepointsfromtheFall2013totheSpring2014persistencerate77%(173of225Fall2013CohortreturnedinSpring2014).In2014retentionrateswere53%,downonepercentfrom2013downtwopercentfrom2013.However,Fall2014toFall2015retentionhadincreasedatCSUfrom55%to58%,andaveraging54%overthelastfouryears.RetentionandGraduationTheFirst-YearExperienceDeanandstaffcollectretentiondataonthefirst-timefull-timecohortfromFalltoFallterm.SeveralfactorscontinuetoimpacttheretentionrateofCSU’sfirst-time,full-timefreshmenstudents.Forexample,outofthe2014cohort,106studentsdidnotreturnfortheirsecondyear.Twenty-three(22%)ofthesestudentsdidnotreturnduetofinancialreasons.Fourteen(13%)studentswereathletes,primarilyontheWomen’sSoccerTeam,whotransferredtootherinstitutionsandanadditionalthirteenstudents(12%)transferredoutduetorelocationoffamilymembers.Inaddition,fourstudents(4%)reportedmedicalissuesandcaregiverresponsibilitiesasreasonsfornotreturning.GraduationinformationisprovidedincompliancewiththeStudentRight-to-KnowActof1990.Eachfallcohortincludesfirst-time,full-timecertificateanddegree-seekingstudentsenrolledasofcensusdate,whichisusuallyattheendoftheeighthweekofthefallterm.Graduationratesarebasedon150%oftimetocertificateordegree.Thetransfer-outratesarebasedondatafromtheNationalStudentClearinghouseindicatingstudents’enrollmentataninstitutionsubsequenttoenrollmentatCSUwithinthesame150%time-frame.Categoriesaremutuallyexclusive;thatis,ifastudentgraduatedandthentransferred,thestudentisonlycountedasagraduate.

Insummary,theenrollment,retentionandgraduationtrenddatashowadeclineintheCSUstudentpopulationsince2012.Whilethenumberoffreshmenenrolledfulltimehasdeclinedbyover50%since2012,thenumberoffreshmenenrolledpart-timehasdoubled.Thisisanindicationthatenrollment

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declinesmayberelatedtofinancialconsiderations,amongotherfactorssuchasworkstatusorfamilyresponsibilities.Graduationrateshavedeclinedoverthelastfouryearsaswellasadeclineinretentionofthefirst-time,full-timefreshmancohort.Basedondataanalysis,theUniversitycontinuestodevelopdiversestrategiestoaddressthedeclines.ThesestrategiesandsubsequentassessmentsareoutlinedinSectionII.

SectionII.IdentificationandAssessmentofactionstakenbytheUniversitytoaddressERGprocesses

CSUhasimplementedstrategiestoaddressenrollment,theretentionoffirst-time,full-timefreshmen,improvementsofretentionoverall,andgraduationrates.Evidenceofenrollmentplanningstrategiesare:(1)theimplementationofin-statetuitionfortheMidwestregion;(2)theplanningandimplementationofthecommonapplicationforundergraduatestudents;(3)separationofthegraduateadmissionsofficefromtheundergraduateofficewithoversightfromtheAssociateProvostofGraduateandProfessionalPrograms;(4)increaseddevelopmentofarticulationagreements;(5)creationofnewacademicprograms;(6)newinternationalpartnerships;and(7)targetedrecruitmentevents.

ExpansionofIn-StateTuitionInMay2012,CSUexpandeditsin-statetuitiontostatescontiguoustoIllinois(i.e.,Indiana,Iowa,Ohio,Missouri,Minnesota,Wisconsin)to:(1)attractabroaderarrayofstudents,(2)createregionalandnationalvisibility,(3)increasediversity,(4)expandaccesstoqualifiedstudentsand(5)tomakeoutofstateeducationanaffordableoptionforresidentsofstatescontiguoustoIllinois.Byimplementingthisstrategytherewasa35%increaseinenrollmentfromFall2012throughFall2015forfreshmenandtransferout-of-statestudentsinstatescontiguoustoIllinois.Enrollmentfromthesestatesincreased40%forfreshmencohortsand20%fortransfercohorts.AdoptionoftheCommonApplicationInAugust2014,theUniversitylaunchedtheuseoftheCommonApplicationtoattractapplicantsbeyondCSU’shistoricalrecruitmentregions.Byimplementingthisstrategytherewasa29%increaseinundergraduateapplicationsduringtheFall2012throughFall2015academicterms.TherealsowasanincreaseinthequalityanddiversityofstudentsthatappliedtoCSU.Forexample,studentswithanACTscoreof21andaboveincreasedonaverageby66%andtheoveralldiversityoftheUniversityincreasedonaverageof56%insevenoftheeightrace/ethnicitycategories.(RefertoAppendixCforadditionaldetails).

GraduationAdmissionsReorganizationThegraduateadmissionsandrecordsfunctionshadbeensupervisedbytheOfficeofAdmissionssincedissolutionoftheGraduateSchoolin2012.In2015,theadmissionsandrecordsfunctionsweremovedtoaneworganizationalstructurereportingtotheAssociateProvostforGraduateandProfessionalStudiesinAcademicAffairs.Thisorganizationalchangecombinedrecruiting,admissions,studentservices/retention,degreeaudit/graduation,curriculumandpolicyrelatedtograduateandprofessionalprogramstobetterservegraduateandprofessionalstudentsandprogramsatCSU.IncreasedDevelopmentofArticulationAgreementsCSUhasarticulationagreementswithvariousInstitutionstoenhanceopportunitiesforCSUstudentsandourpartners.Forexample,CSU’sRecreationprogramhasanarticulationagreementwithMoraineValleyCommunityCollege’sFitnessTrainerCertificateprogram,AssociateinAppliedScienceinRecreationand

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SportManagementandAssociateinAppliedScienceinRecreationTherapy.StudentsfromtheseprogramsareadmittedintoCSU’BachelorofScienceinRecreation.NewInternationalPartnershipsFrom2012todate,theUniversityimplementednewstrategiestorecruitinternationalstudents,targetingspecificacademicprograms.Forexample,anewpartnershipwasdevelopedwithinstitutionsinIndiaforCSU’scomputerscienceprograms.Inaddition,thereisarenewedfocusonrecruitmentandenrollmentofinternationalstudentsatCSU.Therehasbeena42%increaseininternationalstudentenrollmentfromFall2012throughFall2015.CreationofNewAcademicProgramsIn2012,CollegeofEducationfacultydevelopedandimplementedseveralfullyonlinedegreeprograms.TherewasalsoanincreaseinhybridcoursedevelopmentUniversity-wide.ThisallowedforstudentsoutsideoftheChicagolandareatotakecoursesaswellascompletetheirdegreefullyonline.Onlinedegreesprovidestudentsmoreconvenienceandflexibilityintheirstudies.Itcanalsobemoreaffordableduetolesstravelingasrequiredintraditionalprograms.Although,theonlinedegreeprogramshavethesametuitionasoncampusprograms,associatedcostscanbelowersincestudentsdonothavetravellingcost.Whilefullyonlinedegreeprogramshavenotexceededourtraditionalenrollment,theyhavebecomeviableoptionsforstudentstocompletedegreeprogramsatCSU.CSU’sProgramReviewofacademicprogramsoccurseveryfiveyears.Duringthisprocess,faculty,chairpersons,anddeanspresentportfolioswithspecificdataontheirprograms.TheProgramReviewCommitteeiscomprisedofrepresentativesfromeachcollege,stafffromAcademicAffairs,andrepresentativesfromtheUniversityAssessmentCommittee.TheProgramReviewCommitteerecommendsoneofthreeoutcomes:1)continueprogramwithrecommendations,2)providemoredata,or3)recommendforsunset.TheUniversityCurriculumCommitteeandtheUniversityGraduateandProfessionalCouncilworkwithfacultytoimplementcurriculumchangesforundergraduate,graduateandprofessionalprograms.Eachcollegeworksoninitiativessuchasnewgrants,partnerships,andtheredesignofacademicprogramstoincreasequality,improveefficiency,andcontributetotheenrollmentplanningcycle.TargetedRecruitmentEventsFromFall2012throughFall2015,CSUhasimplementedstrategicrecruitmentinitiativesandhostedavarietyoftargetedrecruitmenteventsUniversity-wideandwithineachcollegerespectively.Evidenceofsomeoftheinitiativesisprovidedbelow:

ACTION/INITIATIVE DESCRIPTION/GOAL

ASSESSMENT

President’sBreakfast CSUhostedaseriesofPresident’sBreakfastswithlocalhighschoolcounselors,principalsandeligiblestudentswhoappliedtoCSU.ThebreakfastsprovidedguestswithinformationregardingtheopportunitiesatCSUandtoencouragetheirdecisions

Therewasayieldof53%enrollmentofstudentswhoattendedthebreakfast(68out128)andayieldof46%enrollmentofstudentswhodidnotattendthebreakfast

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ASSESSMENT

toattendCSU.

Goal:ToincreaseoverallenrollmentfromtargetedhighschoolsintheChicagoarea.

(59out128).

StrategicPlan:Goal4.Objective1

CounselorsBreakfast CSUhostedCounselorsBreakfastswith

localhighschoolcounselors.ThepurposeofthebreakfastwastoprovidethecounselorswithinformationregardingtheopportunitiesandofferingsatCSUsothattheywerewellinformedtobeabletoadviseandprovideinformationaboutCSUtotheirstudentscontemplatingcollege.

Goal:ToincreaseoverallenrollmentfromtargetedhighschoolsintheChicagoarea.

Therewasa30%increaseofstudentsfromschoolsrepresentedbycounselorswhoattendedthismeeting.

Sevenoutofthe23schoolsrepresentedenrollmentincreasedinFall2015.

StrategicPlan:Goal4.Objective1

CougarStartU CSU’sNewStudentOrientation(CougarStartU)providesstudentswithneededinformation,resources,andtoolstobegintheirtransitionintocollege.CougarStartUisrequiredforallnewlyadmittedfreshmen.FreshmenarealsonotallowedtoregisterforclassesuntiltheyhavecompletedCougarStartUOrientation.

Goal:Helpstudentstransitionintocollegewhileintroducingstudentstocampuslifeandstudentsupportservices.

32%increasefromyear-to-yearofnewstudentattendance.

StrategicPlan:Goal4.Objective2and3

SteveHarveyMentoringCamp

CSUpartneredwithSteveHarvey’smentoringcamptohost100youngmentospendaweekendatCSUwiththeSteveandMarjorieHarveyFoundationteam,membersfromtheU.S.Armyandothermentorsandpositiverolemodels.

Goal:Tobuildapipelinewithparticipantsfromthecampandtoincreaseoverallenrollment.

Throughthispartnership,theUniversitywasabletoengagethegroupofyoungmenandshowcasedCSU’scampusandthesignatureprogramoftheAfricanAmericanMaleResourceCenter(AAMRC).

StrategicPlan.Goal4.Objective1

First-Year Experience InAugust2014,theFirst-YearExperience

wasdesignedtoprovidefirstyear54%offreshmenonaverage

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ASSESSMENT

(FYE)

studentswiththesocialandacademicresourcesneededtosuccessfullytransitiontocollegelifeandprogresstowardgraduation.

Goal:Toincreaseretentionoffirst-timefull-timefreshmen.

returnedthefollowingyear.

Fall2012Cohort–54%




StrategicPlan.Goal4.Objective3

Retention Initiative for

Student Engagement (R.I.S.E.) Academy

TheR.I.S.E.Academyisanacademicenrichmentprogramdesignedtohelpstudentsbecomeacademicallysuccessfulintheirfirstyearofcollege.Throughparticipationinthisintensivestudyskillsprogram,studentsgainboththestudyskillsetandconfidenceneededtotackletheirclassesandallthechallengesthatmaycometheirway.ParticipantsintheprogramaretheUniversity’s“at-risk”studentswhohaveshowndifficultyacclimatingtotheuniversityandsubsequentlyunderperform.Freshmenstudentathletesalsoparticipateintheprogram.StudentsworkwithstafffromtheOfficeoftheFirst-YearExperience,theCounselingCenter,andtheLearningAssistanceCenterwhofacilitatetheprogramandaretrainedintheassessmentandteachingofcognitiveandnon-cognitiveskills.

Goal:Toincreaseretentionoffirst-timefull-timefreshmen.

70%increaseinR.I.S.E.participantpopulationfromFall2012toFall2015.

Fall201280students

Fall201365students

Fall201479students

Fall2015136students

EvidenceofmeetingStrategicPlan.Goal4.Objectives2and3

UniversityCollege InFall2012TheUniversityCollege(UC)programassistsincomingstudentswhoareunderpreparedforcollege.TheUCprogramencouragesstudentstotakefulladvantageoftheeducationalopportunitiesCSUoffers.

Goal:Tohelpstudentsbecomecollege

Assessment:%changeinpopulationfromFall2012–Spring2016

InFall2012UChad45students.

InFall2015UChad52

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ASSESSMENT

readyandincreaseretentionofthispopulation.

students.

15%increaseinUCenrollmentfromFall2012toFall2015.


FreshmenSeminar InFall2012TheFirst-YearExperiencestartedofferingtwoFreshmenSeminarcoursestohelpstudentstransitionsuccessfullyintocollegelife.Theyfocusoncriticalthinking,studyskills,learningstyles,testpreparation,self-esteem,supportsystemsandselectingamajorandcareer.

Goal:Increaseretentionofthispopulationofstudents.

87%passrateforFall2012andan88%passrateforFall2014.1%increaseinpassrateforFall2014.


StudentSupportServicesAnnualAwardsLuncheon

ThisannualeventcelebratesandrecognizesfirstgenerationcollegestudentswhohaveexcelledacademicallywithGPA’sof3.0orhigher.


61firstgenerationstudentswererecognizedtodate.


GetInvolvedCampaign ThisisarecruitmenteventsponsoredbytheDepartmentofStudentAffairsthatfocusesonthebenefitsofparticipatingincampusclubsandorganization.Thisisanoutreachefforttoenrolledstudents.

Goal:Increaseoverallstudentparticipationincampusevents,clubsandorganizations.

36%increaseinStudentGovernmentparticipationfrom16to25students;50%increaseinfraternityandsororitymembershipfrom20studentsto40students.

EvidenceofmeetingStrategicPlan.Goal4.Objectives2

LunchandLearnEvent Thiseffortwasformedtohelpstudentsdeveloppeer,faculty,anddepartmentalrelationshipswithCollegeofEducation,HealthSciences,CommunicationMediaArtsandTheaterandCriminalJustice.

Goal:Increaseretentionofstudentsintheseprograms.

52studentsattendedandparticipated.


TEMBOLeadership T.E.M.B.O.LeadershipTrainingisaneffort T.E.M.B.O.African-American

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ASSESSMENT

Training toconnectandsupportAfrican-AmericanmaleswhoareenrolledatCSUbyutilizingtheE5Factor(Engage,Embrace,EducateandEmpower).


MalesParticipationhasincreasedby25%sinceitsinception.


WURDisB.A.L.M.openmicpoetrysessions

Eacheventfocusesonisspoken-wordpoetryinanopen-micformatthatwasestablishedin2009.Theeventsserveascultural-artsexperiencesthatencouragecreativityandpro-socialbehaviorincludinghealthylifestylesmessages.

Goal:Increaseoverallstudentparticipationinstudenteventsandactivities.Increaseoverallstudentretention.

97%ofthestudentsthatcompletedtheevaluationsurveyfelttheWURDisB.A.L.M.eventrepresentstheUniversityinapositiveway.


HabariGaniSpeakerSeries

TheAfricanAmericanMaleResourceCenterhostsmonthlylecturesandseminarsthataredesignedtoempowerAfrican-AmericanmalestudentsbyprovidingthemwithexamplesofprofessionalBlackmenofdistinctionwho’veovercomechallengessimilartothosethatmanyoftheprogram’sparticipantscurrentlyface.Thecenteralsohostsaseriesofroundtablediscussionsdesignedtoprovideopportunitiesforopendialogueandcollaborativeskilldevelopment.

Goal:Increaseretentionforthispopulationofstudents.

Attendancewas50-75studentsperpresentation[s].


LearningAssistanceCenter(LAC)

TutorialServicesatCSUarecomprisedofhighlytrainedtutors;theLACprovidesindividualizedtutoringtoimprovestudents’classroomachievementsandskillcompetenciesatlevelsfromintroductorytoadvanced.TheprofessionaltutorsattheLACaimtoimprovethewritingandreadingskillsaswellasthelongtermacademicachievementsofthestudents.

Goal:Increaseoverallretentionand

FromFall2013toFall2015therehasbeena20%increaseinthescopeofremediationandhasincreaseditstutorialsupportby20%.LAChasincreaseditsquantityoftutorsby10%.


pg.15


ASSESSMENT

graduationratesofstudents. EmbeddedTutors TheLAChiresandtrainsacademictutors

toprovideextraacademicsupportservicestoFirst-YearExperiencestudents.

Goal:Increaseoverallretentionandgraduationratesoffirstyearstudents.

2015hashired6embeddedtutors


IncreaseOutreachInitiatives

LAChasincreaseditsoutreachtoincludeclassroomvisits,marketingcampaignsandhostingstudysessionsduringmidtermsandfinals.Italsosponsorsanddevelopsworkshopsforstudentscoveringstudyskills,testtakingpreparation,criticalthinkingandtimemanagementaswellassubjectspecificsessions.

Goal:Increaseoverallretentionandgraduationrates.

FromFall2012toFall2015,outreachinitiativesincreasedby45%andloggedover8,000students.


StudySessions Eachsemester,theLACconductsthemid-termandfinalstudysessionstopromotetheLACandpreparethestudentsfortheirupcomingexams.

Goal:Increaseoverallretentionandgraduationrates.

47%increaseinstudentsattendingstudysessions.InFall2013,200studentsattendedthesession.Fall2014,378studentsattendedthestudysessions.


MarketingCampaign NewmarketingstrategiesweredevelopedandimplementedtotargetgroupsofnewpotentialstudentssuchasthoseonthenorthsideofChicagoandtransferstudentswholivenearourcompetitors.Wehavediversifiedourmarketingtechniquestoincludemoredigitalmediathatcanchangetopromoteenrollmentandeventsdaily.Wehavealsobecomeaggressiveinmarketingthroughsocialmediaandareexploringnewwaystocapturepotentialstudentsthroughsearchengineoptimizationandportals.

Goal:Increaseoverallenrollment.

Thenewstrategiesareintheirinfancy.However,wearenowabletofollowtheanalyticsofmarketingandsocialmediacampaignstomakethemmoreeffective.


StudentSatisfactionSurvey

ProgramminghasbeenimplementedinEnrollmentManagementtoassess

Therehasbeenanincreaseinengagementof

pg.16


ASSESSMENT

studentexperiences,identifystrengthsandweaknesses,andadjustoperationsaccordingtoareviewofsurveyresponses.

Goal:Increaseoverallstudentretention.

administratorsandfacultyinretentioneffortsbasedondatareceivedfromsurveys.


Retention:TherearetwoUniversity-widecampuscommitteesdedicatedtoERGandStudentSuccess:theEnrollmentRetentionandGraduation(ERG)CommitteeandtheRetentionandStudentSuccessCommittee.TheERGCommitteeischargedwithreviewingstrategiesandbestpracticestoassistinrecruiting,retainingandgraduatingstudentsatCSU.Thiscommitteemeetsregularlythroughouttheacademicyeartoalignrecruitmenteffortsacrosscollegesanddepartments,assessexistingandnewrecruitmentinitiatives,promoteprogramsandservicesandproviderecommendationstotheDivisionofEnrollmentManagement.Thecommitteemembershipincludesstakeholdersfromacrossthecampuscommunity(e.g.,faculty,staff,students,alumni,andadministrators).TheRetentionandStudentSuccessCommitteeisasubcommitteeoftheERGCommitteethattakesacomprehensiveapproachinfunnelingbestpracticeresearchontheretentionandsuccessofstudentsfromunderrepresentedgroupstotheUniversityCommunity.ThiscommitteeischargedwithprovidingrecommendationstotheOfficeofAcademicAffairstostrengthenthecollaborationbetweenEnrollmentManagementandotherUniversitydepartments.Eachcommittee:

• Facilitatescommunicationofrecruitmentandretentionactivitiesandevents;• Coordinatesnewrecruitmentandretentioninitiatives;• Participatesincampus-widerecruitmentandretentioninitiatives,activitiesandevents;and• Recommendsbestpracticesonrecruitmentandretentionstrategies.

SectionIII.AssessmentsoftheEffectivenessoftheNewOrganizationalStructureforEnrollmentPlanning

CSUviewsenrollmentplanningasaninstitutionalresponsetothechallengesandopportunitiesofrecruitingandretainingstudents.Itisaresearch-basedprocessthatcreatessynergyamongrecruitment,tuitionandfinancialaid,academicaffairs,studentlife,andconstituentrelations.TheCSUcommunitysharesresponsibilityforenrollmentmanagement.

TheneworganizationalstructureofCSU’senrollmentplanningisbasedoneffectivebusinesspracticesthatincludeadmissionsmanagement,recruitmentmanagement,andretentionmanagement.

• AdmissionsManagementisaresponsibilityoftheUndergraduateAdmissionsOffice(UAO)underenrollmentmanagement.TheUAOadmitsandtracksprospectsfromapplicanttostudent.TheUAOinteractsstrategicallywiththefunctionsinvolvedinmanagingtheUniversity’sadmissionscycleandstudentlife.Thegraduateadmissionsfunctionisseparate

pg.17

andundertheleadershipoftheAssociateProvostforGraduateandProfessionalStudies.Studentscompleteseparateapplicationsfortheseprograms.Master’sandDoctoralapplicationsaresubmittedtograduateadmissionsandthensenttoeachprogramforreviewbytheprogram’sadmissionscommittee.PharmDapplicationsaresubmittedthroughPharmCAS,aweb-basedpharmacycollegeapplicationservice.Currently,theUniversityisalsopartneringwithKeystoneAcademicSolutionstoobtaininternationalstudentleadsfortenCSUundergraduateandgraduateprograms.CSUadmissionsofficersandprogramrepresentativesfollowupwithleadsbasedontargetedinformation.TheROIofthispilotwillbeevaluatedinFall2017.

• RecruitmentManagementinvolvesestablishingenrollmenttargetstomeetUniversityenrollmentgoals.Throughdirectmarketing,theUniversityisabletorecruitforitsacademicandstudentsupportprogramslocally,nationallyandinternationally.TheUniversitycontinuestoevaluatetheorganizationalstructureofhowenrollmentplanningisaccomplished.Asaresult,organizationalchangeshaveoccurredFall2012throughFall2015.Currently,theEMorganizationalstructureteamleadershipincludes:

o AssociateVicePresidentofEnrollmentManagement(ERS)o DirectorofInstitutionalEffectivenessandResearch(IER)o DirectorofFinancialAido DirectorofUniversityAdmission&Outreacho DirectorofRegistrar’sOffice

Resourceshavebeenallocatedtoeachunittosupportenrollmentplanning.AninstitutionaleffectivenesscyclehasbeenimplementedbytheEMteamthatincludesreviewofdataanddocumentationofoutcomes.Theleadershipteamsubmitsstatusreportsbi-weeklytotheAssociateVicePresidentEnrollmentManagementtodocumentprogressandmeetsbi-weeklytocollaborateasateam.

• RetentionManagementcomprisesCSU’sabilitytocontinuouslyenrollstudentsfromyeartoyearthroughgraduationtoimpactretentionmetrics.Toensurestudentsuccess,retentionmanagementisalsoaUniversity-wideinitiative.Forexample,dataiscollectedandanalyzedthroughintrusiveadvisingtohelpidentifystudentswhoareatriskofwithdrawingorstoppingout.Programchairs,deans,andtheInstitutionalEffectivenessandResearch(IER)departmentcollectandanalyzeprogramandbestpracticedata.CSUcontinuouslyconductsresearchandassessesitthroughmanycommitteessuchastheRetentionandStudentSuccessCommittee,theProgramReviewCommittee,departmentalcommittees,theUniversityCurriculumCoordinatingCommittee,andtheUniversityGraduateandCouncil.

SectionIV.StatusofEnrollmentforOnlinePrograms

Sincethefirstonlinecourseofferingsin1999,developingdistanceeducationhasbeenpartofCSU’sstrategicplan.CSUcurrentlyoffersselecthybridandonlinecoursestostudentsenrolledinon-campus

pg.18

programs.DuringtheHLCvisitof2012,4.2%ofcourseswereofferedashybridand8.7%wereofferedasonlinecourses.Atthattime,HLCapprovedthreegraduateprogramsintheCollegeofEducationasfullyonlineprograms.Coursesofferedinhybridformathaveremainedatapproximately4%oftotalcourses.Onlinecourseshaveincreasedtoapproximately11%oftotalcoursesofferedeachsemester.

CSU’sstudentsarereceptivetodifferentmethodsoflearningthatincludedistanceeducation.Thepercentofstudentswhoenrolledinatleastonehybridcoursedoubledfrom9%inAY2010-11to18%in2011-12.Enrollmentinatleastoneonlinecourseincreasedeveryyear,from27%inAY2010-11toover40%inAY2014-15.Evidenceindicatesthatstudentsareincludingonlinecoursesintheirotherwiseon-campusprogramsbecauseoftheflexibilitythatonlinecoursesallow,particularlyfornontraditionalstudents(RefertoAppendixD).

TheUniversitylaunchedthreefullyonlineprogramsfordeliveryin2013,theMasterofScience(MS)inLibraryScience,MasterofScienceinEducation(MSEd)inTechnologyandEducation,andtheMasterofScienceinEducation(MSEd)inPhysicalEducation(PE).Duringthe2013-14academicyear,theDepartmentofInformationStudiesandtheCollegeofEducationproposedchangestotheMSEdinTechnologyandEducationtomeetevolvingneedsinthefield.AnewonlineMSinTechnologyandPerformanceImprovementStudies(TPIS)wasapprovedthroughtheCSUcurriculumprocessandsubsequentlybytheIllinoisBoardofHigherEducation,replacingtheMSEdinTechnologyandEducation.AdmissionsforthenewprogramcommencedinSpring2015.Atthattime,studentsintheMSEdinTechnologyandEducationwereprovidedwiththeoptionofcompletingthedegreeortransitioningtotheMSinTPIS.TheMSEdinTechnologyandEducationandMSEdinPEprogramshavehadsmallbutrelativelystableenrollmentssince2010.EffectiveSpring2015,thenewMSinTPIShasseenincreasedenrollment.EnrollmentintheMSEDinPEhasbeenstable.

OnlineprogramenrollmentisgrowingatCSUandnationally.Accordingtothe2014InstructionalTechnologyCouncil(ITC)DistanceEducationSurveyshowsthatthroughoutthepasttenyears,studentenrollmentinonlinecoursescontinuestogrowatahigherratethanoverallstudentenrollmentatcollegesanduniversities.Althoughmostonlineprogramsnolongerseethedouble-digitgrowththeyexperiencedonlyfiveyearsago,surveydatacontinuestoconfirmthepopularityofonlinelearning.ITC’ssurveyparticipantsreportedaperceived4.68percentincreaseinstudentenrollmentintheironlineprogramsfromFall2013toFall2014(downfrom5.2percentin2013).BasedoncurrentCSUstatistics,enrollmentinallCSUonlinecourseshasdeclinedoverthepastthreeyears,thoughnotassignificantlyasthoseinCSUface-to-facecourses.However,strategicplanningandtargetedmarketingofCSU’sthreeonlineprogramsandparticipationintheStateAuthorizationReciprocityAgreement(SARA),andwithadditionalonlinesupportservicessuchasadvisingandtutoring,CSUisplanningfora15%increaseinonlineenrollmentoverthenextthreeyears.

Insummary,hybridcourseofferingsremainstablewhileonlinecourseofferingshaveincreasedsince2012.One-third(1/3)ofCSUstudentsareenrolledinatleastonehybridoronlinecoursewhichisevidenceofacontinuedinterestinthesecourseformats.

pg.19

SectionV.AnExaminationofRelatedInternalEnrollmentPatternsofEnrollment,Retention,andGraduation(ERG)DataamongColleges/AcademicUnits

CSU’sacademicprogramsareorganizedintofiveacademiccolleges:ArtsandSciences,Business,Education,HealthSciences,andPharmacy.Withinthefivecolleges,CSUoffers36undergraduateand25graduateandprofessionaldegreegrantingprograms.CSUalsohasaDepartmentofContinuingEducationandNontraditionalDegreeProgramsthathasofferedextensioncourses,distancelearning,andnon-creditprogramstotheentireChicagocommunity(RefertoAppendixEforenrollmentbyCollege,StudentLevelandMajor).

CSU’sCollegeofArtsandSciences(CAS)offersdegreesindisciplinesfromtheArts,Humanities,SocialSciences,STEM(Science,Technology,EngineeringandMathematics),SecondaryTeaching,andInterdisciplinaryMajors.TheCASinterdisciplinarymajorshavegainedstudentssince2012.TheincreasewaslargelyduetotheimplementationofthenewGeneralStudiesProgramimplementedinFall2014;studentsfromtheoldBoardofGovernors(BOG)Programwereencouragedtotransfertothisnewprogram.IntheCAS,theArtandDesignmajorhadsmallgainsandattributesthegainstoanewsocialmediapresenceaswellasanincreaseinstudentactivitiesoncampus.ThegreatestattritionintheSTEMdisciplinesoccurredinthepre-professionalmajors.ThesearemoredependentuponfreshmenapplicantsthanothermajorsandenrollmentcloselymirrorsoverallUniversitytrendsrelatedtofreshmen.However,growthinthePhysicsProgramisexpectedtocontinueduetogrant-fundedresearchopportunitiesforstudentsandanewEngineeringoption.EnrollmentinthegraduateprogramsreflectsgrowthintheMasterofScienceinComputerScienceprogramwhichhasincreasedenrollmentfrom29to135fromFall2012toFall2015.TheCAScontinuestoimplementanaggressiverecruitmentstrategyeachsemester.TheDeanleadsthecollegeERGcommittee;membershipincludesrepresentativesfromallCASdepartments.Thecommitteemeetsthroughoutthesemestertoconceive,coordinate,implement,andevaluateERGrelatedactivities.Thisincludesmailings,schoolvisits,invitingprospectivestudentstocampus,andparticipatinginallUniversity-wideenrollmentevents.Agrowinggrantportfoliointhescience,technology,engineering,andmath(STEM)areasupportstheneedofscholarshipsthathelptoattractstudentstothesemajors.TheERGCommitteealsoworksstrategicallywiththeEnrollmentManagementDivisiononmanyenrollmentinitiativessuchasopenhouses,financialaidworkshops,andvisitinghighschoolsandcommunitycolleges.

TheCollegeofBusiness(COB)seekstoincreaseitsorganizationaleffectiveness,asmeasuredbyitsenrollment,retention,andgraduationofstudents.TheenrollmenttrendsfromFall2012throughFall2015demonstratearecentimprovement.ThisislaudablegiventhatthemajorityofthestudentbodyatCSUfallsintothelowersocio-economicstrataandhasexperiencedextraordinaryeconomicdifficulty.Aredesignoftherecruitmentstrategyhasbeenundertakentoaddressenrollmentdeclinesandimproveresultsinspiteofthesefinancialchallenges.AnincreaseinretentionandgraduationratesintheCOBillustratesapositivefocusonstudentperformanceandadvancementforthosestudentswhomatriculateintotheCollege.TheCOBisdevelopingacomprehensivescholarshipstrategytoattractpromisingstudents.Thiscomprehensivescholarshipstrategywillincludestudentperformancerequirementsneededtoretainscholarshipsand,thereby,provideindirectincentivesforpositiveretention.Expanded

pg.20

courseofferingsforevening,online,andweekendstudentsareplannedtoaccommodatestudentdemand.

IntheCollegeofEducation(COE),theIllinoisBasicSkillsTesthadchangesthatimpactedtheundergraduateenrollmentoftheCollege.ThistestwasreplacedwiththeIllinoisTestofAcademicProficiency(TAP)inSpring2012.ThistestisrequiredforlicensureintheStateofIllinoisandisarequirementforgainingformaladmissionintotheCOE.ImmediatelyfollowingtheimplementationofTAP,deansofcollegesofeducationacrossChicagoandIllinoisnotedaseveredeclineinthepassingratesfortheirrespectivestudents.Furthermore,calculatingthenumberofstudentsactuallypassingtheassessmenthasbeendifficultastheIllinoisStateBoardofEducationdoesnotrequireastudenttodesignateaspecificuniversitytoreceivehisorherscore.TheUniversityisnowworkingonapre-educationcodeforstudentswhoneedtotaketheTAPtestinordertoentertheCOE.Sincethemodelforcodinghaschanged,studentsareincludedintheCOE’sretentionnumbersalthoughtheyhavenotbeenformallyadmittedintotheCollege.Faculty,staff,andadministratorsarealsoworkingcloselywithfaculty,staff,andadministratorsintheCAStocommunicatewithpre-educationstudentswhoaretakinggeneraleducationclasseswithinCAS.Together,bothcollegeshopetodevelopaspecializedacademicsupportsystemforstudentswhoneedextraassistancetopasstheTAPassessment.

Since2012,ChicagoPublicSchool(CPS)teachershavebeenimpactedbylayoffs,schoolconsolidationsandclosuresofunderperformingschools.Forexample,in2013,over1,000teacherswerelaidoffduetobudgetcuts.Thedecreaseinthenumberofschools,and,specifically,thenumberofavailableteachingpositionshasparalleledthedeclineinenrollmentinCOEacrossChicago,asnotedbytheCouncilofChicagoAreaDeansofEducationmembership.WithintheCOEatCSU,manyofthestudentsinMaster’sandDoctorallevelprograms(includingendorsementandcertificate-seekingstudents)areorwereteacherswithinCPS.Anumberofthesestudentshavebeendirectlyimpactedbylayoffsandhavebeenunabletocontinuetheirstudiesbecausetheycannotaffordtopayfortheircourses.Consequentially,enrollmentintheMaster’sandDoctoralprogramshasdeclinedsince2012.ItshouldbenotedthatthistrendisnotexclusivetoChicagoorIllinois.CollegesofEducationacrossthecountryhavenotedsteepdeclinesinenrollmentduetosimilarreasonsnotedinChicago.

Asnotedpreviously,theCOEstoppedofferingoff-sitecoursesinSpring2013.Studentsattheseoff-sitelocationswerenoteligibleforfinancialaidasadditionalapprovalswereneeded.Therefore,allsiteswerecloseduntilappropriateapprovalswereobtainedfromtheIllinoisBoardofHigherEducation(IBHE)andDepartmentofEducation(DOE).TheCOEhadseveralprogramcoursesattheseoff-sitelocations.CSU’senrollment,specificallywithintheCOE,decreasedby17%(209students)fromFall2012toFall2015.

Thenewaccreditingbodyforteacherpreparation,TheCouncilfortheAccreditationofTeacherPreparation(CAEP),mandatednewadmissionstandardsin2015.Theserequirementsestablishedadmissionscriteria,thatincludesCAEPminimumorthestate’sminimumstandards,andrequiredatacollectiontomonitorapplicantsintheselectedpoolofcandidates.TheUniversitymustensurethattheaveragegradepointaverageofitsacceptedcohortofcandidatesmeetsorexceedstheCAEPminimumof3.0,andthegroupaverageperformanceonnationallynormedabilityandachievementassessmentssuchastheAmericanCollegeTest(ACT),ScholasticAptitudeTest(SAT),orGraduateRecordExamination

pg.21

(GRE)areinthetop50%from2016-2017;isinthetop40percentofthedistributionfrom2018-2019;andisinthetop33%ofthedistributionby2020.ThesechangeshaveimpactedthenumberofqualifiedapplicantsenteringtheCOE.Inordertoaddressthisconcern,theTeacherDevelopmentCenterintheCOEprovidesacademictutorsaswellastestpreparationforACT,SATandTAPstandardizedtests.

TheCollegeofHealthSciences(CHS)hasexperiencedadeclineinundergraduateenrollmentwhileexperiencinganincreaseingraduateenrollmentsince2012.Thisenrollmenttrendhasbeenattributedtoavarietyofinternalandexternalfactors.TheMaster’sdegreeinOccupationalTherapy(MOT)hasseena25%increaseinitsgraduatepopulationasadirectresultofincreasingthenumberofnewlyadmittedstudentsandthematriculationoftheundergraduateOccupationalTherapystudentsintothegraduateprogram.Inaddition,CHSofferedtwonewgraduatedegreeprograms,theMasterofScienceinNursing(MSN)andMasterofPublicHealth(MPH).

Althoughsomeundergraduateprogramshaveexperiencedenrollmentdeclines,changeswithinthehealthcareindustriesandnewjobopportunitiesincommunityhealthandhealthinformationadministrationhaveincreasedinterestinthosefields.CHShaslaunchedaninitiativetoincreasecommunicationwithstudentsonthediversityofhealthprofessionscareeropportunitiesearlyintheireducationalcareersthroughincreasedinformationandcommunication.Informationsessionsarebeingheldmonthlyforeachofthegraduateprogramsandonemonthlygeneralsessionfortheundergraduateprograms.Thesesessionsenablestudentstomakeinformeddecisionsaboutmajorsrelatedtointerestsandskillswhichimproveretentionandtimetograduation.

CHScontinuestoparticipateinrecruitmentfairsandcareerdayactivitiesathighschoolsandcommunitycolleges.CHSalsoengagesacademicpartnerstoidentifynewpipelinesofprospectivestudents.Asevidence,CHSisworkingonarticulationagreementswithSouthSuburbanandMoraineValleyCommunityColleges.Retentionisachallengeinhealthcareprofessionalpreparationprograms.Asignificantissueforretentioninhealthcareprofessionalpreparationprogramsisthecostofeducation.Specifically,studentshaveinformallystatedtofacultythattheyfinditverydifficulttoworkaconsiderablenumberofhourswhileenrolledinaprofessionalprogram.Toeasetheburdenoffinancingtheireducation,theCollegeactivelypursuedandwasawardedfundingfromtheNationalInstitutesofHealthtoprovidestudentswithscholarshipsandotherfundingopportunities.Sincestudentsmustsuccessfullycompleterigorousscienceandmathcourseworktoqualifyforadmissionandtransitionintoanapplication-basedlearningmodel,thereisaneedforadditionalsupportservicessuchastutoring,strategiestodevelopsuccessfulstudyandtest-takingskills,anddevelopmentofscientificwritingabilities.

TheCOP,whichadmitteditsinauguralclassinFall2008,offersafour-yearprogramleadingtoaDoctorofPharmacyDegree.TheaverageFallenrollmentfortheCOPis90students.TheCollege’stotalenrollmenthasgrownfromtheinitial87admittedstudentsin2008toapeakof358studentsinFall2013.TheenrollmentgoalofCOPistoadmitbetween85to95newstudentsbasedonthenumberofapplicantsandtheacademicstrengthoftheapplicantpool.Theadmissionprocessishighlycompetitivewithmanyqualifiedapplicantscompetingforacceptance.ThisisreflectedintheoverallretentionrateoftheCollege,whichisapproximately95%.The5%declineinoverallenrollmentfromFall2013toSpring2016

pg.22

isattributedtoseveralfactors,includingwithdrawalfornon-academicreasons,leaves-of-absenceforacademicandnon-academicreasons,andacademicdismissal.

WhiletheCOPtotalstudentenrollmentcapacityisdependentonmanyfactors,thethreekeyfactorsincludeclassroomandfacilitiescapacity,numberoffacultyprovidingclinicalinstructiontosatisfyaccreditationrequirements,andexternalavailability/capacityofexperientialeducationpracticesites.TheCollegeislocatedinaverycompetitiveacademicmarketplaceastherearesixcolleges/schoolsofpharmacyintheStateofIllinois,ofwhichfiveareinthegreatermetropolitanChicagoarea.TheCollegehasvariousrecruitmentstrategiesformeetingitsenrollmentandfinancialgoals.Thesestrategiesinclude:participatinginanationwideuniversalapplicationandadmissionsprocessthroughPharmCAS;conductinginformationsessions(bothonsiteandvirtually);highschool/communitycollege/4-yrinstitutionvisitations(localandnational);exhibitingatlocal/state/nationalprofessionalmeetings;participatinginprofession-widemarketingcampaigns;web-basedecho-marketingcampaigns;pre-pharmacyclubsupport;partneringwithhighschool/communitycollegehealthprofessionalstudentsummeracademicenrichmentprograms;creatinganearlyassuranceadmissionprogramwiththeCSUCAS;offeringaguaranteedinterviewprocesswithacommunitycollege;and,otherstrategiestoenhancein-stateandout-of-statestudentenrollment.

TheDepartmentofContinuingEducation&NontraditionalDegreeProgramsoffersawiderangeofnon-creditandcreditprogramstohundredsofparticipantsyearly.ThisisconsistentwiththeUniversity’smissionandcorevaluesofservingtheeducationalneedsofthecommunity.Eachyear,Options,thecommunityeducationprogramunderContinuingEducation,offersfour,6-8weeksessionsofnon-creditclassestoindividualsages18monthsto99years.Therearemorethanonehundredselections,whichincludeonlineclasses,listedintheContinuingEducationcatalogue.CoursesthatcontinuetoincreaseinenrollmenteachtermareSwimming,Fitness,Dance,RetailPharmacy,ParalegalStudiesandTesting-TakingStrategies.Ourbestrecruitersareourstudents.Whentheyenjoytheclasses,theyinviteotherstoattendwiththem.

In2015,thedepartmentofferedtwoDentalAssistantstrainingprogramsundertheWorkforceInnovationandOpportunityAct(WIOA)thatwereverysuccessful.Everystudentintheprogramfinishedandfoundemploymentindentaloffices.Asaresult,thedepartmentrecentlyaddedeight(WIOA)programsthatprepareparticipantsforin-demandcareersinavarietyofsectors,includinghealthcare,andinformationtechnology.ThoseadditionalWIOAprogramswillbeincludedintheupcomingOptionsBookletforthewinterterm.

ContinuingEducationalsoofferstheIndividualizedCurriculumProgram(ICP).Thisnontraditionalprogramisacredit-based,alternativedegreeforadultswhowishtodesignadegreethatfocusesonanin-depthstudyofanapproveddisciplineforaparticularprofession.Currently,theprogramisbeingupdatedtoaccommodatethegrowingpopulationofnontraditionaldegree-seekingstudents.

Summary

EnrollmentplanningatCSUiscollaborative,systematic,andcomprehensive.Enrollmentplanningisintegratedwiththeannualplanningprocess,strategicplanningprocess,theUniversityBudget

pg.23

Committeeplanningprocess,theUniversityCurriculumCommitteeplanningprocess,andtheUniversityGraduateandProfessionalCouncilprocess.Thesecommitteesprovideevidenceofcollaborationinasystemicandcomprehensivemanner.TheDivisionofEM,throughtheOfficeofInstitutionalEffectivenessandResearch,ensuresthatdataiscorrect,shared,andanalyzed.Dataissharedwithcollegesandstaffattheirrequestandsystematicallyeveryweek.Deans,chairs,committeechairs,andstaffworkcollaborativelyoncommitteesandthroughsystematic,annualplanningcyclestoplanenrollmentgoals.Althoughenrollmenttrendshavenotmovedinthepositivedirectionasquicklyasplanned,CSUhasdevelopedmanyreportstocommunicateoutcomeswiththeUniversitycommunity.Specificgoalsandtargetshavebeendevelopedbyacademicprograms,Universitydepartments,andenrollmentmanagementteams.Metricsrelatedtogoalsandtargetscontinuetobeevaluatedeachterminordertomodifyorintroducenewstrategiestodocumentevidenceofsuccess.

pg.24

APPENDICES

pg.25

APPENDIXA

ENROLLMENTTIMELINEFALL2009–FALL2014INTERNAL&EXTERNALFACTORSIMPACTINGENROLLMENT

pg.26

APPENDIXB

OVERALLENROLLMENTSUMMARYFROMFALL2012–SPRING2016

CSUENROLLMENTFALL2012-SPRING2016

FALLTERMS

TERM UNDERGRADUATES GRADUATES PROFESSIONAL DOCTORATE TOTAL%DIFF

FALL2012 4618 1063 352 74 6107 -5.5%

FALL2013 4340 938 358 65 5701 -6.6%

FALL2014 3912 889 349 61 5211 -8.6%

FALL2015 3462 887 358 60 4767 -8.5%

SPRINGTERMS

TERM UNDERGRADUATES GRADUATES PROFESSIONAL DOCTORATE TOTAL %DIFF

SPRING2013 4367 1026 337 75 5821 -7.0%

SPRING2014 4015 873 353 62 5297 -9.0%

SPRING2015 3554 857 347 66 4818 -9.0%

SPRING2016 3143 904 339 56 4442-7.8%

pg.27

APPENDIXB(cont.)

ENROLLMENTBYSEMESTER&STUDENTTYPE

SPRING2012ENROLLMENT

Undergraduate 4,688

Graduate 1,160

Professional 337

Doctoral 77

TotalEnrollment 6,262

SPRING2011ENROLLMENTUndergraduate 5,480

Graduate 1,381

Professional 259

Doctoral 79


FALL2011ENROLLMENTUndergraduate 5,280

Graduate 1,183

Professional 343

Doctoral 76


FirstTimeFullTimeFreshmen 432

FullTimeTransfer-In 409


Undergraduate 4,367

Graduate 1,026

Professional 353

Doctoral 75



Graduate 1063

Professional 352

Doctoral 74




FALL2013ENROLLMENT

Undergraduate 4,339

Graduate 939

Professional 358

Doctoral 65

TotalEnrollment 5,701FirstTimeFullTimeFreshmen 225



Undergraduate 4,015

Graduate 873

Professional 347

Doctoral 62



Graduate 1,335

Professional 266

Doctoral 86




pg.28


Graduate 889

Professional 349

Doctoral 61




APPENDIXB(cont.)

SPRING2015ENROLLMENTUndergraduate 3,554

Graduate 857

Professional 341

Doctoral 66


FALL2015ENROLLMENTUndergraduate 3554

Graduate 857

Professional 341

Doctoral 66

TotalEnrollment 4818



pg.29

APPENDIXB(cont.)

RETENTION&GRADUATIONMETRICS

First-TimeFull-TimeFreshmenStudentCohortFalltoFallRetentionRates

Retention#in

Cohort

#ReturnedFollowing

Fall

#ReturnedFollowing

Fall

Fall2012 263 144 55%

Fall2013 225 119 53%

Fall2014 253 147 58%

Fall2015 162 83 51%

First-Time Full-Time Freshmen StudentCohort6yrGraduationRates

Cohortyear

#inCohort

#Graduatingin6yrs

%Graduatingin6yrs

Fall2006 359 75 21%

Fall2007 372 77 21%

Fall2008 402 77 19%

Fall2009 589 65 11%

TransferStudentCohortFalltoFallRetentionRates

Retention#in

Cohort

#ReturnedFollowing

Fall

#ReturnedFollowing

FallFall2012 414 301 73%

Fall2013 401 284 71%

Fall2014 375 275 73%

Fall2015 396 232 59%

TransferStudentCohort6yGraduationRates

Cohortyear

#inCohort

#Graduatingin6yrs

%Graduatingin6yrs

Fall2006 444 182 41%

Fall2007 428 184 43%

Fall2008 391 201 51%

Fall2009 423 209 49%

pg.30

APPENDIXC

COMMONAPPLICATIONDATAMETRICS

Figure1:CommonApplicationOverallEthnicityIncrease/Decrease

Fall2011–Fall2015

Overall%

Increase/Decrease,

AmericanIndianor

AlaskaNatv,85%,20%

Overall%

Increase/Decrease

AsianorPacific

Islander,76%,18%

Overall%

Increase/Decrease,

BlackNon-Hispanic,6%,

1%

Overall%

Increase/Decrease,

Hispanic,-18%,-4%

Overall%

Increase/Decrease,

NatvHawaiian/Pacfic

Islander,92%,22%

Overall%

Increase/Decrease,

Non-ResidentAlien,0,

0%

Overall%

Increase/Decrease,

Other(includes

missing),73%,17%

Overall%

Increase/Decrease,

White(Non-Hispanic),

76%,18%

pg.31

APPENDIXC(cont.)

CommonApplicationTable1:TotalNumberofApplications(FFF)byACTScore

ACTSCORES Fall2011 Fall2012 Fall2013 Fall2014 Fall2015%Changeover5

yearperiod16 504 486 505 485 252 -100%

17 447 446 460 440 277 -61%

18 357 376 365 401 207 -72%

19 266 282 293 323 233 -14%

20 199 192 228 234 148 -34%

21 110 109 166 200 138 20%

22 77 84 92 130 94 18%

23 62 56 72 88 96 35%

24 33 27 49 65 71 54%

25 19 26 23 57 45 58%

26 8 12 16 27 35 77%

27 6 8 8 21 25 76%

28 5 3 4 7 22 77%

29 1 1 7 11 19 95%

30 2 1 1 5 5 60%

31 1 3 67%

32 1 1 1 8 88%

33 1 1 100%

35 1 100%

Figure2:AverageACTScoreofFirst-TimeFull-TimeFreshmen

pg.32

APPENDIXC(cont.)

Chart2:ACTScoresStudentApplications

pg.33

Chart 3. Transfer Cohort Enrollment Data

APPENDIX C (cont.)

pg.34

Chart 4. Freshman Cohort Enrollment Data

APPENDIX C (cont.)

pg.35

APPENDIXD

ONLINEPROGRAMS&COURSES

*Percentoftotalcoursesoffered.**Percentagesmaynotequal100%duetorounding.

*Percentoftotalcourseenrollment.**Percentagesmaynotequal100%duetorounding.

*Percentof12-monthenrollment.

Table1.Trendsinhybridandonlinecourseofferings,2010-2015.

CourseType

AY2010-11 AY2011-12 AY2012-13 AY2013-14 AY2014-15

# %* # % # % # % # %

Hybrid 84 2 149 4 164 5 115 4 107 4

Online 260 7 290 8 296 9 295 10 304 11

Other 3160 90 3012 87 2759 86 2490 86 2305 85

Total** 3504 99 3451 99 3219 100 2900 100 2716 100

Table2.Trendsinhybridandonlinecourseenrollment,2010-

2015.

CourseType

AY2010-11 AY2011-12 AY2012-13 AY2013-14 AY2014-15

# %* # % # % # % # %Hybrid 1014 2 1977 4 2009 4 1562 4 1233 3Online 4653 8 5172 10 5058 11 5203 12 4032 11Other 50866 90 43205 86 38425 84 35674 84 30529 85Total 56533 100 50354 100 45492 100 42439 99 35794 99

Table3.Studentsenrolledinatleastonehybridoronlinecourse,2010-2015.

CourseType

AY2010-11 AY2011-12 AY2012-13 AY2013-14 AY2014-15

# %* # % # % # % # %Hybrid 844 9 1479 18 1543 21 1243 19 577 10Online 2433 27 2510 31 2400 33 2410 37 2782 47

12-monthEnrollment 8981 8194 7249 6492 5908

pg.36

APPENDIXE

ENROLLMENTBYCOLLEGE,STUDENTLEVELANDMAJORFALL2012–SPRING2016

CollegeofArtsandSciences(CAS)-GraduateProgramsMajorDescription MajorCode Fall

2012Spring2013

Fall2013

Spring2014

Fall2014

Spring2015

Fall2015

Spring2016

GRADUATERPROGRAMS Biology,AppliedPhysiology BIOA 7 5 6 5 6 6 7 4Biology,ChemicalBiology BIOC 0 1 1 1 1 1 1 1Biology,EnvironmentalOption BIOE 2 2 0 1 0 0 0 0Biology BIOL 0 0 0 0 0 0 0 1Biology,Microbial/MolecularOp BIOM 19 19 17 12 14 15 16 15ClinicalMentalHealth CNMH 81 72 103 84 86 85 102 90CommunityCounseling CNLC 1 1 1 1 1 0 0 0CommunityDevelopment(Cert) CEDV 0 1 3 3 2 2 0 0ComputerScience CPTR 29 31 44 72 101 96 135 210ComputerSecurity CPTS 0 0 0 0 1 1 1 0CreativeWriting CRWT 8 7 4 4 4 2 1 3CriminalJustice CJ 55 48 37 38 46 41 40 44English ENG 9 8 6 6 5 4 3 2GeographyandEconomicDevelopment GEO 20 21 19 22 18 20 15 9

GeographicInformationSystems GEOS 3 3 3 3 6 4 4 3GeographicInformationSystems(Certificate) GIS 3 2 0 1 0 0 0 0

Geography GEOG 1 1 0 0 0 2 6 8History HIST 16 19 19 12 10 9 10 10Mathematics MATH 26 29 28 24 21 18 20 16SchoolCounseling SCNL 20 18 14 15 10 8 9 8SocialWork SKW 135 134 122 113 124 109 109 98SpiritualityinPsychology SPIR 2 2 0 0

(CAS)GraduateTotals 435 422 427 417 458 425 479 522

pg.37

CollegeofArtsandSciences:UndergraduatePrograms

MajorDescription MajorCode Fall2012

Spring2013

Fall2013

Spring2014

Fall2014

Spring2015

Fall2015

Spring2016

CASUNDERGRADUATEPROGRAMS

African-AmericanStudies AFAM 11 13 20 15 15 12 15 14

Art ART 22 22 18 15 37 33 34 31

Art:DesignOption ADGN 32 32 41 36 31 31 35 35

Art:TeachPrepProgK-12Opt ARTT 9 5 5 6 8 6 8 10

BAMusic MUSC 1 4 5 5 6 3 7 10

Biol,PMed/PDentDualDegreeOp BIOH 3 3 3 1 1 2 1 0

Biology BIOL 96 99 101 105 100 96 96 87

Biology,EnvironmentalOp BIOE 7 10 7 4 2 1 2 1

Biology,Microbial/MolecularOp BIOM 8 6 9 9 8 6 5 6

Biology,Premed/PredentOption BIOP 112 104 102 84 85 71 79 73

Biology,SecondaryTeachOption BIOT 11 8 6 6 9 9 6 5

Chemistry CHEM 29 37 43 36 33 32 30 24

Chemistry,BiochemistryOption CHMB 26 29 26 29 23 21 20 19

Chemistry,SecondaryTeachOpt CHMT 2 2 1 2 1 2 1 1

Comm/MediaArts/Theatre CMAT 150 145 134 133 131 110 109 111

ComputerScience CPTR 92 85 92 79 86 67 74 74

CriminalJustice CJ 414 411 426 405 403 371 328 295

Economics ECON 6 7 1 Program Sunsetted

EngineeringStudiesProgram ENGR 48 38 45 36 40 30 18 21

English ENG 3 4 1 1 0 1 1 1

English:LiteratureOption ELIT 18 16 22 23 20 20 17 12

English:Prof&TechWritingOpt EPTW 29 29 28 30 24 21 18 18

pg.38

CollegeofArtsandSciences:UndergraduatePrograms(cont.)

MajorDescription MajorCode Fall2012

Spring2013

Fall2013

Spring2014

Fall2014

Spring2015

Fall2015

Spring2016

English:SecondaryTeachOption ENGT 27 24 22 22 14 16 20 18 Geog,SecondaryTeachingOpt GEOT 1 0 0 GeneralStudiesProgram GSP 23 47 56 52 Geography GEOG 4 4 3 2 4 2 1 1 History HIST 16 18 18 19 17 14 15 13 History:SecondaryTeachOption HSST 27 20 20 14 12 12 12 11 InternationalStudies INTL 4 4 5 5 5 9 8 8 LiberalStudies LBST 31 32 25 26 26 26 17 17 Mathematics MATH 26 26 26 29 20 19 16 10 Mathematics,SecondTeachOpt MATT 18 16 14 11 10 8 12 8 Music MUS 8 7 5 5 2 7 5 3 Music:TchPrepProgK-12 MUST 25 23 23 20 19 16 13 8 Physics PHYS 6 8 10 7 8 5 4 4 PhysicsBioscienceApplicatns PHYB 1 1 2 3 3 PhysicsEngineeringOption PHYE 3 6 11 15 13 Physics,SecondaryTchgOption PHYT 4 4 7 5 5 2 2 0 PoliticalScience POL 51 45 46 45 35 30 32 26 Pre-PharmacyOption PPHR 55 49 40 36 39 34 39 31 Psychology PSYC 332 331 348 330 365 335 344 334 Sociology SOC 164 168 160 149 141 135 134 134 Spanish SPAN 17 15 9 12 14 12 9 10 Spanish:TchPrepProgK-12Opt SPAT 8 8 6 5 4 4 4 4 Speech SPCH 1 2 1 1 0

(CAS)UndergraduateTotals 1952 1911 1923 1808 1835 1692 1666 1556 COLLEGEOFARTS&SCIENCESTOTALS 2387 2333 2350 2225 2293 2117 2145 1556

pg.39

CollegeofBusiness(COB)

MajorDescription MajorCode Fall2012 Spring2013

Fall2013

Spring2014

Fall2014

Spring2015

Fall2015

Spring2016

Bus&Admin,AccountingOpt ACCT 173 151 166 149 140 126 124 113

Bus&Admin,FinanceOpt FIN 55 44 49 45 56 49 57 44

Bus&Admin,ManagementOpt MGMT 262 254 293 288 285 267 256 224

Bus&Admin,MarketingOpt MKTG 73 74 66 61 67 66 68 59

Bus&Admin,MgmtInforSysOpt MIS 40 46 52 51 49 43 47 39

(COB)UndergraduateTotals 603 569 626 594 597 551 552 479

COLLEGEOFBUSINESSTOTALS 603 569 626 594 597 551 552 479

pg.40

CollegeofEducation(COE)MajorDescription Major

Code Fall2012 Spring2013 Fall2013 Spring2014 Fall2014 Spring

2015 Fall2015 Spring2016

EducationalLeadership EDDL 74 75 65 62 61 66 60 56 (COE)DoctoralStudentTotals 74 75 65 62 61 66 60 56

GRADUATEPROGRAMS Art:DesignOption ADGN 1 1 1 1 0 0 0 0BilingualEducation BILE 4 7 4 3 5 4 1 2BilingualElemEducation BIL 3 3 2 1 2 0 0 0BilingualElementary TCBL 1 1 1 0 0 0 0 0C&I,EarlyChildhoodEduc CIEC 6 7 7 6 3 2 2 2C&I,InstructionalFoundations CIIF 20 14 21 18 17 12 7 4CertTchr-Bil/ESLEndrsmt CTBL 17 15 5 7 5 2 6 2CertTchr-SpecEdEndrsmt CTSP 4 5 12 9 8 11 11 4Certification-at-Large TCAL 1 2 0 0 0 0 0 0CertifiedTeacher-at-Large TCCT 7 12 14 16 12 14 0 25CorporateSafetyMgmt(Cert) CSM 0 0 1 1 1 0 1 0EarlyChildhood TCEC 16 8 6 5 4 4 0 EarlyChildhoodEducation ECH 21 19 13 12 12 9 11 8TeacherCertEarlyChildhood TCFC 1 2 1 1 1EdLeadership&Supervisor,HighEdAdministration EDLH 20 19 22 25 35 37 28 30

EducationalLeadershipGeneralAdministration EDLG 49 50 23 6 1 1 0 0

ElementaryEducation ELED 46 41 29 21 11 10 9 8TeacherCertElementaryEducation TCEL 16 11 4 3 2 3 1 1TeacherCertElementaryEducation TCFE 1 1 1 1 1 1 1 1FamilyandConsumerSciences TFCS 0 0 0 0 0 0 1 1Gen.AdminCertification TCGA 0 0 0 1 0 0 0 0Guidance TCCO 0 0 1 0 1 1 2 3

CollegeofEducation(COE)(cont.)

pg.41

MajorDescription MajorCode Fall2012 Spring2013 Fall2013

Spring2014

Fall2014

Spring2015

Fall2015 Spring2016

LibSciTeacherEndorsement TCLS 4 4 4 3 4 3 6 4Lib.Science&Comm.Media LIB 11 12 10 10 7 5 5 3Library&InformationScience LIS 0 0 0 0 1 5 8 9LibraryInforSpecialistK-12 TCLI 0 1 0 0 1 1 1 1MiddleSchoolK-8 TCMS 0 0 0 0 0 0 0 0PhysicalEducation PE 9 18 15 13 13 8 6 7PhysicalEducationK-12 TCPE 7 6 3 3 1 0 1 0PrincipalPreparation PRIN 0 0 0 7 15 17 22 28ReadingTeacherEndorsement TCRT 1 0 1 0 0 0 0 0SecondaryArt TCAR 0 2 3 2 1 0 0 0SecondaryBiology TCBI 4 2 1 2 1 1 2 1SecondaryBusiness TCBE 6 4 3 2 1 1 0 1SecondaryChemistry TCCH 2 4 2 0 0 0 0 0SecondaryEducation SECD 26 14 12 12 8 5 2 4SecondaryEducationFamilyStudies TCFS 1 0 1 0 0 1 1 0SecondaryEnglish TCEN 4 5 4 2 1 1 0 0SecondaryGeography TCGE 1 1 1 1 1 1 0 0SecondaryHistory TCHI 8 4 3 2 2 2 1 2SecondaryMathematics TCMA 4 3 3 2 1 2 1 1SecondaryMusic TCMU 5 5 4 3 1 1 0 1SecondaryPhysics TCPH 0 0 0 0 0 0 0 0SecondarySpanishLanguage TCLS 1 1 2 2 1 0 0 4SecondaryTechnologyEducation TCTE 3 3 3 2 0 0 1 0SocialWorkEndorsement TCSW 3 2 1 1 1 1 0 0SpecialEdLBS-1,K-12 TCSP 3 7 3 3 4 2 0 0SpecialEducation SPED 84 81 46 38 39 46 43 34TeachingofReading READ 4 4 6 6 7 7 3 5

pg.42

CollegeofEducationCOE(cont.)

MajorDescriptionMajorCode Fall2012 Spring2013 Fall

2013Spring2014 Fall2014 Spring


TechnologyandPerf.Improv.Std TPIS - - - - - 3 18 20 TechnologyandEducation TEDU 9 11 18 20 21 19 16 13 TherapeuticRecreationCert TREC 1 1 0 0 0 0 0 0

(COE)GraduateStudentTotals 445 422 324 279 255 248 309 286 UNDERGRADUATEPROGRAMS BilingualElemEducation BIL 20 17 16 11 11 8 13 13 CareerandTechnicalEducation CTE 24 23 18 17 17 14 14 17 Career&TechEd:BusinessEd BE 4 3 3 3 3 3 1 0 EarlyChildhoodEducation ECH 164 142 131 119 113 95 89 73 ElChEd,ChildStudiesOption ECHC 20 16 14 8 14 10 2 4 ElChEd,FamilyStudiesOption ECNT - - - - - 22 23 22 ElemEd-NonTeachingOption ELNT 1 3 6 9 18 17 14 20 ElemEd,MiddleSchoolOption EMID 42 32 18 14 27 18 23 16 ElementaryEducation ELED 132 138 138 128 111 96 92 68 InsustrialTechEducation ITED - - - - - - 0 0 InformationTechnologyCert ITC 1 0 0 0 0 0 0 0 PhysicalEd.Non-Teaching PENT - - - - 2 4 4 6 PhysicalEducation PE 48 42 43 39 39 31 34 30 Recreation REC 33 36 28 27 25 32 35 36 SpecialEducation SPED 0 1 0 1 1 1 0 0

(COE)UndergraduateStudentTotals 489 453 415 376 381 351 344 305COLLEGEOFEDUCATIONTOTALS 1008 950 804 717 697 665 653 591

pg.43

CollegeofHealthSciences(CHS)

MajorDescription MajorCode Fall2012 Spring2013 Fall

2013Spring2014 Fall2014 Spring


GRADUATEPROGRAMS HealthInformationAdmin HIA 1 0 0 0 0 0 0 0MastersinNursing MNRS 7 8 8 8 10 3 3 3OccupationalTherapy OT 54 52 58 55 68 64 73 70PublicHealth PUBH 12 16 17 14 16 19 11 12

(CHS)GraduateStudentTotals 74 76 83 77 94 86 87 85

UNDERGRADUATEPROGRAMS HealthInformationAdmin HIA 80 75 76 79 88 85 78 75

HealthSciences-CommunityHealth HP 86 90 112 109 132 139 112 110 HealthSciences-Pre-OT HSC 100 81 89 78 84 71 67 62

HealthSciences--Pre-PT PPT 68 61 57 52 53 43 44 41

Nursing NURS 539 518 537 478 418 350 348 327

(CHS)UndergraduateStudentsTotals 873 825 871 796 775 688 649 615

COLLEGEOFHEALTHSCIENCESTOTALS 947 901 954 873 869 774 736 700

pg.44

NoCollegeDesignated/SpecialPrograms(NoCol_Sp)

MajorDescriptionMajorCode Fall2012 Spring

2013Fall2013

Spring2014 Fall2014 Spring


PostBachCertificatesAlcohol&DrugAbuse(PBCert) AODA 18 15 19 15 12 10 3 1

CertificateStudentTotals 18 15 19 15 12 10 3 1GRADUATEPROGRAMGraduate-at-Large GSAL 91 91 86 85 70 88 69 62

GraduateStudentTotals 91 91 86 85 70 88 69 62UNDERGRADUATEPROGRMSBoardofGovernors BOG 299 202 97 24 6 3 2 0IndividualizedCurriculum–BA ICBA 24 49 94 106 77 70 61 48IndividualizedCurriculum–BS ICBS 87 137 127 121 75 65 53 45UniversityCollege UC 198 153 111 75 83 69 83 65UniversityWithoutWalls UWBA 0 0 0 0 0 0 0 0UniversityWithoutWalls UWBS 3 2 0 0 1 0 0 0Undecided UNDC 65 49 56 31 44 25 27 15UndergradatLargePreCol UPC 1 1 56 19 1 0 0UndergradAtLarge-Continuing/Ext UCAL 0 0 0 1 0 0 0 0Undergraduate-at-Large USAL 24 16 19 27 19 39 25 15

UndergraduateStudentTotals 701 609 504 441 324 272 251 188SPECIALPROGRAMTOTALS 810 715 609 541 406 370 323 251

CollegeofPharmacy(COP)

MajorCode Fall2012 Spring

2013Fall2013

Spring2014 Fall2014 Spring


PharmacyStudentTotal PHAR 352 353 358 347 349 341 358 339

monitoring report on enrollment planning response …€¦ · the objectives of strategic goal #4...

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