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NEGAP Webinar 6/13/2012: Managing the Enrollment Funnel in these Challenging Times
 

NEGAP Webinar 6/13/2012: Managing the Enrollment Funnel in these Challenging Times

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Dr. Robert Hill, Ed.D., a professor in Nova Southeastern University's Ed.D. in Higher Education Leadership program, speaks on "Managing the Enrollment Funnel in these Challenging Times" as part of the ...

Dr. Robert Hill, Ed.D., a professor in Nova Southeastern University's Ed.D. in Higher Education Leadership program, speaks on "Managing the Enrollment Funnel in these Challenging Times" as part of the first webinar presented by the New England Association of Graduate Admissions Professionals (NEGAP). Dr. Hill, an expert in student services, will discuss how admission strategy can be tailored to meet the needs of prospective students in the current economic environment.

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    NEGAP Webinar 6/13/2012: Managing the Enrollment Funnel in these Challenging Times NEGAP Webinar 6/13/2012: Managing the Enrollment Funnel in these Challenging Times Presentation Transcript

    • Managing the Enrollment Funnel in these Challenging Times NEGAP: New England Association of Graduate Admissions Professionals Wednesday, June 13, 2012 Noon Webinar Dr. Robert Hill Nova Southeastern University Abraham S. Fischler School of EducationJune 13, 2012 1
    • June 13, 2012 2
    • Not your studentJune 13, 2012 3
    • Higher education has become a marketplace Driven by factors such as changing demographics, the advent of technology, escalating costs of a college education for both institutions and students, shrinking governmental subsidies, and a massive influx of students seeking a college education in order to positively impact lifetime earning potential. Colleges and universities are engaged in a competition for their share of the education market; competing for students not only in terms of academic programs, prestige, and reputation, but also on the quality of student service delivery and value of student experiences outside of the classroom. June 13, 2012 4
    • Enrollment FunnelJune 13, 2012 5
    • Managing the Funnel Student & Institutional Characteristics Branding, Marketing & Sales Financial Aid Leveraging Retention Importance of DataJune 13, 2012 6
    • http://www.indiana.edu/~oem/June 13, 2012 7
    • THE COLLEGE AND ITS PUBLICS Local Foundations Community Alumni Business Mass Government Community Media Agencies General Public Suppliers College Prospective Students TrusteesCompetitors Accreditation Organizations Current Administration Students and Staff Faculty Families of Students
    • First some stats The Chronicle of Higher Education, Almanac Issue 2011-2012, August 26, 2011 Volume LVIII, Number 1June 13, 2012 9
    • NATIONAL Population 308,745,538Age distribution Up to 4……………6.9% 5 to 13………..…11.9% 14 to 17…………..5.5% 18 to 24………......9.9% 25 to 44…………27.1% 45 to 64…………25.9% 65 and older…….12.9%Race and ethnic distribution American Indian……….........….0.9% Asian……………………………4.8% Black…………………………..12.6% Pacific Islander………………….0.2% White………………..................72.4% More than one race…..………….2.9% Hispanic (may be any race)…….16.3% Other……………………………..6.2% June 13, 2012 10
    • Educational Attainment of adults (highest level): 8th grade or less………………......6.3% Some high school, no diploma…..8.5% High-school diploma…………....28.5% Some college, no degree………...21.3% Associate degree…………………7.5% Bachelor’s degree……………….17.6% Master‟s degree…………………...7.2% Doctoral degree…………………...1.2% Professional degree………………..1.9% Bachelor’s degree or above……..28.0% (means those who have earned a bachelor’s, master’s, professional or doctoral degree) Master’s degree or above……… .10.3% (means those who have earned a master’s, professional or doctoral degree Student Demographics Enrollment Undergraduate……………17,565,320 Graduate & Professional……2,862,391At public 4-year institutions……………….7,709,197At public 2-year institutions……………….7,101,445 June 13, 2012 11
    •  At private 4-year institutions, nonprofit……3,730,316 At private 2-year institutions, nonprofit…….…34,767 At private 4-year institutions, for-profit……1,466,792 At private 2-year institutions, for-profit………385,194 Total……………………….………………20,427,711 Public Institutions…………………………..…..73% 4-year Institutions………………………………63% 2-year Institutions…………………………… .. .37% Residence of new students: 73% of all freshmen in the fall of 2008 who had graduated from high school in the previous year attended colleges in their home states. Enrollment highlights: American Indian……………..207,917 Asian……………………….1,337,671 Black……………………….2,919,826 Hispanic…………………....2,546,710 White……………………..12,730,780 Foreign……………….………684,807 Total………………………20,427,711 Women………………………….57.1% Minority………………………....34.3% Underrepresented minority……...27.8% Foreign…………………………....3.4% June 13, 2012 Full-time………………………....62.3% 12
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    • Now some mixed messagesJune 13, 2012 15
    • http://chronicle.com/weekly/v55/i37/37a05601.htmFrom the issue dated May 22, 2009 POINT OF VIEW: Will Higher Education Be the Next Bubble to Burst? By JOSEPH MARR CRONIN and HOWARD E. HORTON The public has become all too aware of the term "bubble" to describe an asset that is irrationally and artificially overvalued and cannot be sustained. The dot-com bubble burst by 2000. More recently the overextended housing market collapsed, helping to trigger a credit meltdown. The stock market has declined more than 30 percent in the past year, as companies once considered flagship investments have withered in value. Is it possible that higher education might be the next bubble to burst? Some early warnings suggest that it could be.13, 2012 June 16
    • With tuitions, fees, and room and board at dozens of colleges nowreaching $50,000 a year, the ability to sustain private higher education forall but the very well-heeled is questionable. According to the NationalCenter for Public Policy and Higher Education, over the past 25 years,average college tuition and fees have risen by 440 percent — morethan four times the rate of inflation and almost twice the rate ofmedical care. Patrick M. Callan, the centers president, has warned thatlow-income students will find college unaffordable. . . . Consumers who have questioned whether it is worth spending$1,000 a square foot for a home are now asking whether it is worthspending $1,000 a week to send their kids to college. There is a growingsense among the public that higher education might be overpricedand under-delivering.June 13, 2012 17
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    • "Harvard and M.I.T. Team Up to Offer Free Online Courses"June 13, 2012 21
    • http://www.nytimes.com/2010/01/03/education/edlife/03careerism-t.html?hpw January 3, 2010 Making College „Relevant‟ By KATE ZERNIKE Even before they arrive on campus, students — and their parents — are increasingly focused on what comes after college. What‟s the return on investment, especially as the cost of that investment keeps rising? How will that major translate into a job? The pressure on institutions to answer those questions is prompting changes from the admissions office to the career center. But even as they rush to prove their relevance, colleges and universities worry that students are specializing too early, that they are so focused on picking the perfect major that they don‟t allow time for self-discovery, much less late blooming. June 13, 2012 22
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    • http://www.nytimes.com/2011/07/24/education/edlife/edl-24masters-t.html?hpwJuly 22, 2011The Master‟s as the New Bachelor‟sBy LAURA PAPPANO William Klein’s story may sound familiar to his fellow graduates. After earning his bachelor‟s in history from the College at Brockport, he found himself living in his parents’ Buffalo home, working the same $7.25-an-hour waiter job he had in high school. It wasn’t that there weren’t other jobs out there. It’s that they all seemed to want more education. Even tutoring at a for-profit learning center or leading tours at a historic site required a master’s. ―It’s pretty apparent that with the degree I have right now, there are not too many jobs I would want to commit to,‖ Mr. Klein says. So this fall, he will sharpen his marketability at Rutgers‟ new master‟s program in Jewish studies (think teaching, museums and fund-raising in the Jewish community). June 13, 2012 25
    •  Jewish studies may not be the first thing that comes to mind as being the road to career advancement, and Mr. Klein is not sure exactly where the degree will lead him (he’d like to work for the Central Intelligence Agency in the Middle East). But he is sure of this: he needs a master’s. Browse professional job listings and it’s ―bachelor’s required, master’s preferred.‖ Call it credential inflation. Once derided as the consolation prize for failing to finish a Ph.D. or just a way to kill time waiting out economic downturns, the master‟s is now the fastest-growing degree. The number awarded, about 657,000 in 2009, has more than doubled since the 1980s, and the rate of increase has quickened substantially in the last couple of years, says Debra W. Stewart, president of the Council of Graduate Schools. Nearly 2 in 25 people age 25 and over have a master‟s, about the same proportion that had a bachelor‟s or higher in 1960. June 13, 2012 26
    • http://chronicle.com/article/Will-a-Culture-of-Entitlement/48819/October 18, 2009Will a Culture of Entitlement Bankrupt Higher Education?By Hamid Shirvani “In the wake of our nations economic crisis,previous levels of government support for collegesand universities can no longer be maintained—regardless of how much we in higher education maywish otherwise. States are appropriating less moneyto higher education not because legislators and thepeople whom they represent value us less, butbecause they can afford less. Practical realities willdrive what is possible for colleges and universities inthe coming years.‖ June 13, 2012 27
    • Chronicle of Higher Education May 11, 2011http://chronicle.com/article/A-Crisis-of-Confidence/127530/ Crisis of Confidence Threatens Colleges Rising costs test families faith, while 1 in 3 presidents see academe on wrong roadBy Karin Fischer The American higher-education system has long been seen as a leader in the world, but confidence in its future and its enduring value may be beginning to crack along economic lines, according to two major surveys of the American public and college presidents conducted this spring. Public anxiety over college costs is at an all-time high. And low-income college graduates or those burdened by student-loan debt are questioning the value of their degrees, or saying the cost of college has delayed other life decisions. Among college presidents, the rising price of college is not the only worry. Theyre concerned about growing international competition and declining student quality, with presidents from the least selective, and thus sometimes the least financially stable institutions, the most pessimistic. 28
    • June 13, 2012 29
    • Degrees of Debt College kids are borrowing at record levels, often for a second-rate education. And the bubble is about to burst.September-October 2011 UTNE ReaderBy Malcolm Harris Read more: http://www.utne.com/Politics/Price-Of-Postsecondary-Education-Most- Indebted-Generation.aspx#ixzz1XQBrKyV1 The Project on Student Debt estimates that the average college senior in 2009 graduated with $24,000 in outstanding loans. In August 2010, student loans surpassed credit cards as the nation‟s single largest source of debt, edging ever closer to $1 trillion. Since 1978, the price of tuition at U.S. colleges has increased more than 900 percent, 650 percentage points above inflation. To put that number in perspective, housing prices, the bubble that nearly burst the U.S. economy, then the global one, increased only 50 points above the Consumer Price Index during those years. 30
    • According to Richard Rothstein at the EconomicPolicy Institute, wages for college-educated workersoutside of the inflated finance industry have stagnated ordiminished. Unemployment has hit recent graduatesespecially hard, nearly doubling in the post-2007recession. The result is that the most indebtedgeneration in history is without the dependable jobs itneeds to escape debt. 31
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    • Demand for accountability in higher education may have started in 1960‟s Where does the money go? Which college is most efficient?Our typical responses, ―Trust us, we’re experts.‖ or ―How dare you. What we do cannot be measured.‖ or ―We’re different‖June 13, 2012 35
    •  In a competitive environment in higher education, colleges & universities have made recruitment and retention of students a priority, Many campuses have combined previously independent operating units related to recruitment and retention into formal units called enrollment management. (Komives, Woodard, & Assoc.) The goal is to insure that critical areas for recruitment and retention such as admissions, records, financial aid, student research, and marketing are working together to create a comprehensive plan to enroll more students, to shape the composition of the class, to reduce attrition rates, and to develop appropriate publications & services for interacting with the college or university. June 13, 2012 36
    • Enrollment management Can report to student affairs, but more often than not, the reporting line will be to the provost, executive vice president, or the president. The major professional organizations of enrollment management professionals include the National Association for College Admission Counseling and the American Association of Collegiate Registrars and Admission Officers; the primary publications are the Journal of College Admissions and College & University June 13, 2012 37
    • Fundamental to any successful enrollment management program is developing and implementing an annual enrollment management plan. The purpose of enrollment planning is to help theinstitution gain more control over its enrollment future by developing the capacity to achieve new andreturning student goals through improved marketing, recruitment, and retention efforts. June 13, 2012 38
    • Solos"silo thinking", "silo vision", and "silo mentality".
    • Is this your college? 40
    • The Student Experience Institutional FactorsJune 13, 2012 41 Educational Policy Institute
    • The Student Experience Financial Aid Recruitment & Admissions Academic ServicesJune 13, 2012 Student Services Curriculum & Instruction 42 Educational Policy Institute
    • Student and Institutional Characteristics Student Institution Major  Mission GPA  Vision Test scores  Institutional goals Geography  Academic programs Diversity  Cost Special talents  Market Ability to pay  Competition  AffiliationJune 13, 2012 43
    •  The public wants the cost-benefit analyses that reveal the relative value of each institution. Dissatisfaction with higher education goes beyond the general public and is often more implicit and explicit. Student retention to graduation, except for transfers made necessary by programmatic needs, is the single best indication of student satisfaction for those whose goal is a degree, But given that definition, anything less than 100% retention indicates an array of problems. No institution can satisfy everyone, nor ought it to try. June 13, 2012 44
    • The Array of Higher Education Benefits Public Private • Increased tax revenues • Higher salaries and benefits • Greater productivity • Employment • Increased consumption • Higher savings levels • Decreased reliance on • Improved working conditionsEconomic governmental financial support • Personal / professional mobility • Reduced crime rates • Improved health / life • Increased charitable giving / expectancy community service • Improved quality of life for • Increased quality of civic life offspring Social • Social cohesion / appreciation of • Better consumer decision diversity making • Improved ability to adapt to and • Increased personal status use technology • More hobbies, leisure activities June 13, 2012 45 The Institute for Higher Education (1998)
    • In business and industry, the term used for public is customer Many in higher education are offended by the term or simply find it inappropriate.June 13, 2012 46
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    •  Customer, client, purchaser, consumer, and customer are not fully interchangeable terms. Using the people you serve avoids the negative connotations of the word customerJune 13, 2012 49
    • Servicing people requires two essential ingredients: a service and someone who wants or needs it.  Without students, institutions of higher education do not exist. June 13, 2012 50
    • That a university continues to attractstudents, that students rarely complain or boycottagainst individual faculty members, let alone theentire university, cannot be taken as an indicationof student satisfaction. June 13, 2012 51
    • Do we really need improved customer focus? Students spending hours waiting in lines and must dash from office to office in order to register for classes. Students enroll in classes for which they already know the material. A new student learns upon arrival that she has been given false information about her FA package. Students cannot graduate in the advertised amount of time due to closed classes. Students complete general required general education courses with little sense of why they were required or how to use what they have learned. Desperate for enrollments, a rural college establishes an off- campus urban program to serve students on federal assistance. Its program has no learning support services and is poorly matched to local job opportunities for graduates. June 13, 2012 52
    • More (continued) A group or rural school administrators asks the graduate institution across the state to provide a distance-delivery program in educational administration. The university declines, unwilling to waive its one-year residency requirement. A university foundation has record-keeping systems that are inadequate to ensure that contributed funds are used for the donors’ intended purposes. A coach recruits student athletes whose academic abilities or interests are not compatible with the university’s expectations or programs. IF ANY OF THESE EXAMPLES, OR OTHERS LIKE THEM, COULD HAPPEN ON A GIVEN CAMPUS, THAT UNIVERSITY NEEDS TO IMPROVE ITS CUSTOMER FOCUS. June 13, 2012 53
    • Fortunately, many activities already occur in a number of universities and colleges to help them understand what students want and need. Student course evaluations Comment cards in student services Surveys of student opinion Program advisory councils with industry representation Needs assessments in the service area Detailed profiling of students, market research Assessment of student academic achievement Analysis of students leaving the institution, and their reasons Analysis of student course-taking patterns June 13, 2012 54
    • We need to know our customers in considerable detail, including Who they are Why they here Their expectations of us What kind of problems they have Where they turn to when they have problems What and how well they are learning Digging deeper, we may learn that many are lost, whether due to size of the institution or inability to make appropriate personal decisions.June 13, 2012 55
    • No university, though, should solicit feedback unless it has a concomitant commitment to act on the results and to let people know that it has done so.June 13, 2012 56
    •  Most of the frontline service people, those who have the most direct and comprehensive experience to identify problems with customer focus, are those who have the least power to change inadequate systems and the smallest capacity to cope financially with the loss of their jobs.June 13, 2012 57
    • Cultures do not change quickly, and they do not change at all without conscious and consistent leadership behavior. Leaders could do worse than to spend much of their day, or much of their governance agenda asking these four questions of those they encounter:1. How well are you meeting the needs of the people you serve?2. How do you know?3. Are you improving on that?4. How can I help? June 13, 2012 58
    • Today, one seldom hears any more thatonce commonplace statement that a college or university is an ivory tower. We have made great strides in providingeducational opportunities that respond to thepersonal growth and employment needs of thepeople we serve.It is time to take that development to the next stage: caring for the people we serveJune 13, 2012 59
    • Shifting gears here. . .
    • TRENDS IN HIGHER EDUCATION Demographics Economics Environment Global education Learning Politics Technology
    • New Challenges of Higher Education Technologies that alter the way knowledge is delivered and shared Global marketplaces for both receiving and creating new scholars Fields of study that were once clear-cut are now blurred Shifting student demographics Pressures for academic accountability Shrinking public investment Source: The Formation of Scholars, 2008
    • (Richard W. Riley, former Secretary of Education under President Bill Clinton 1993-2001) “We are currently preparing students for jobs that don’t yet exist using technologies that haven’t been invented in order to solve problems that we don’t even know are problems yet.”June 13, 2012 63
    • "Three basic types of colleges and universities areemerging. They are "brick universities," or traditionalresidential institutions; "click universities," or new, usuallycommercial virtual universities, like Unext.com and JonesInternational University; and "brick and click" universities, acombination of the first two. If current research on e-commerceis correct, the most competitive and attractive higher-educationinstitutions will be "brick and click." While consumersappreciate the convenience, ease, and freedom of servicesonline, they also want a physical space where they caninteract with others and obtain expert advice andassistance face-to-face.” (By ARTHUR E. LEVINE) from The Future of Colleges: 9Inevitable Changes http://education.gsu.edu/ctl/Programs/Future_Colleges.htm 64
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    • Factors in decision to enroll: online learners1. Convenience2.(tie) Work schedule2.(tie) Flexible pacing of program4. Program requirements5. Reputation of institution6. Cost7. Ability to transfer credits8. Financial assistance9. Future employment opportunities10. Distance from campus11. Recommendation from employer
    • Western Governors University Salt Lake City, UT TIME Magazine called WGU "the best relatively cheap university youve never heard of.“Our Mission The principal mission of Western Governors University is to improve quality and expand access to post-secondary educational opportunities by providing a means for individuals to learn independent of time and place and to earn competency-based degrees and other credentials that are credible to both academic institutions and employers.An Online University for the 21st Century Western Governors University is an online university driven by a mission to expand access to higher education through online, competency-based degree programs. WGU has flourished into a national university, serving over 25,000 students from all 50 states. 67
    • The university continues to open doors for adult learnerswho need flexibility to achieve their education and career goals.WGU’s innovative competency-based academic approachmakes it possible, allowing individuals to fit their education intotheir lives, not the other way around.A Unique History in Higher Education WGU was founded by the governors of 19 U.S. states. Atno other time in the history of higher education have thegovernors of several states joined together to create auniversity. WGU is also supported by over 20 majorcorporations and foundations who believe in WGU’scommitment to producing highly competent graduates. 68
    • The master‟s program at Utah State University in Professional and Technical WritingJune 13, 2012 69
    • Traditional schools are run by the governmentor a religious institution and are answerable to aboard of trustees. Proprietary or for-profitcolleges are operated by a group of investors orowners and are answerable to those constituents. 70
    • Largest For-Profit InstitutionsInstitution 08-09 Enrollment % of Total For-Profit EnrollmentApollo Group 395,361 21.2Education Management 104,547 5.6Career Education Corp. 97,645 5.3Corinthian Colleges 85,029 4.6DeVry 78,544 4.2Kaplan Education 67,897 3.7ITT Educational Services 60,890 3.3 Source: U.S. Department of Education, IPEDS as calculated in Daniel L. Bennett, Adam R. Lucchesi and Richard K. Vedder, Center for College Affordability and Productivity, ―For-Profit Higher Education: Growth, Innovation and Regulation‖ at 15 (July 2010). 71
    • 3 Universities; 12,509 Master‟s Degrees in EducationJune 8, 2011, 1:05 pmBy Kevin Carey Yesterday I was poking around in the IPEDS database and ran a search for the total number of master’s degrees in education conferred, by college. The top three were Walden University, the University of Phoenix, and Grand Canyon University, all of which are for-profit and operate primarily online. In total, they conferred 12,509 master‟s degrees in education in 2009. There are two ways to think about this. On the one hand, a great number of master’s degrees in education are earned by women who have families and full-time teaching jobs. Union contracts and state laws require them to get a master’s degree in order to make more money. There are many ways to design rich, productive, online learning environments. So it’s a boon for people to be able to pursue graduate training in their field without having to schlep to the local public university in the evening while somebody else takes care of the kids. Online education can be more flexible, adaptive, and personalized. On the other hand, research suggests little or no relationship between having a master’s degree and being a more effective teacher. Teachers get them because they have to, not because they want to. Master‟s degrees in education are high-volume commodity credentials, so it‟s unsurprising that for-profit companies have aggressively moved into a market where standardized curricula plus economies of scale plus federal June 13, 2012 72 student aid equal gigantic profits.
    • Today’s students (adult learners) want a stripped down version of Higher Ed like their banks or health clubs:1. Convenience/flexibility2. Good service3. Good instruction4. Cheap 73
    • Adult learners are the largest andmost rapidly growing segment of U.S. postsecondary education
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    • You must understand what matters to your adult students and online learners in order to keep them enrolled
    • With the right data, you can improve the college experience for adult and online learners
    • How will you become more competitive in the adult student market? The US Department of Education projects that over the next eight years enrollment of adult students in higher education will climb at more than double the rate of traditional students. Becoming more competitive in the adult market means schools must learn how to identify possible program innovations around adult student needs and create program innovation. The best adult programs are structured around the following categories: Program delivery variations Multiple locations Varied course formats Accelerated degree completion Individualized degrees Modularized curricula Self-paced study 78
    • FYI...From the Kansas City Star..........As more students question whether totake on massive tuition debt in a slow job market, many private colleges are offeringdiscount deals that cut, freeze, or even eliminate tuition altogether for incomingstudents. Here are some examples from across the country. Posted on Tue, May. 15, 2012 More private colleges offering tuition discounts By TONY PUGH, McClatchy Newspapers The cost of a college education continues to increase faster than inflation; a phenomenon thats roiling family budgets and spurring calls for action on Capitol Hill. But with a little digging, parents and students can find cost-cutting deals and programs that make the paper chase a lot more affordable. While public colleges and universities are hiking tuition to make up for dramatic reductions to state higher- education funding, private colleges - which usually receive no state funding - have greater latitude to cut costs. Thats one reason that average annual tuition increases at public colleges have been more than twice as large as those at private colleges over the last decade, according to the College Board Advocacy & Policy Center. As more students question whether to take on massive tuition debt only to end up with degrees but no jobs, many private colleges are offering discount deals that cut, freeze or even eliminate tuition altogether for incoming students. Duquesne University in Pittsburgh is slashing tuition by 50 percent for freshmen who enroll in the school of education this year. The price cut is good for four years for students who stay in the program. June 13, 2012 79
    • High-achieving freshmen who enrolled at Seton Hall University by Dec. 15, 2011, will get a tuition discount of $21,000 -or 66 percent - for the 2012-13 school year. The same deal probably will go to freshmen for the 2013-14 school year."In these tough economic times, Seton Hall understands the financial concerns of families and is offering this program to helpmake a first-rate private Catholic education as affordable as a public education," reads a website passage from theschools office of undergraduate admissions.Other schools - such as Ashland University in Columbus, Ohio; Thomas More College in Crestview Hills,Ky.; and the Wentworth Institute of Technology in Boston - are rolling out three-year bachelors degree programsfor the coming school year. Students who can handle the intense workload can shave 25 percent off the cost of a four-yeardegree. .....Some private colleges even waive tuition altogether for eligible students; eligibility standards vary.The discounts serve as a publicity driver for some schools, while providing students greater predictability oncosts.Burlington College in Burlington, Vt., is a prime example. With fewer than 200 students, the small liberal-arts college takes up only half of its 80,000 square feet of building space, so theres plenty of room to grow.The school hopes to reach 300 students in the immediate future and top out eventually at 750, saidChristine Plunkett, Burlingtons vice president of administration and financing.To help make that happen, Burlington is cutting tuition 25 percent for the summer semester, whichbegins later this month. The college wont raise tuition for the 2012-13 school year, either. And itguarantees that current and incoming students for the fall semester will pay the same tuition - $22,400 - forthe next four years as long as they stay enrolled full time. Assuming a 4 percent annual tuition increaseeach year, the rate freeze will save the average Burlington student about $5,100 over four years, Plunkettsaid. Typically, only eight to 12 students enroll for summer classes at Burlington. This year, 20 have signedup for the discounted summer semester, and enrollment doesnt close for three more weeks. June 13, 2012 80
    • According to the College Board Surveyof Adult Learners, adultlearners have different profiles, motivations, and preferences than traditional students
    • The single most important reason (90%) for an adult learner to return to college is for his/her job/career Source: College Board Survey of Adult Learners
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    • Adult learners have a balancing act FAMILY WORK ADULT SCHOOLJune 13, 2012 85 Visual courtesy of CAEL
    • Student Engagement ―Student engagement is simply characterized as participation in educationally effective practices, both inside and outside the classroom, which leads to a range of measureable outcomes.‖ This operational definition is borrowed from Kuh, Kinzie, Buckley, Bridges, and Hayek (2007)June 13, 2012 86
    • Roughly 35% of undergraduates at four-yearinstitutions actually attain bachelor’s degrees withinfour years; only 56% graduate within six years(Knapp, Kelly-Reid, & Whitmore, 2006). Those who are actually engaged in educationallypurposeful activities, both inside and outside theclassroom, are more likely than their disengagedpeers to persist through graduation. This assertion has been empirically proven andconsistently documented by numerous higher educationresearchers.June 13, 2012 87
    • Vincent TintoJune 13, 2012 88
    • Tinto, the most frequently cited scholar on student retention, contends that engagement (or ―academic and social integration‖ as he has called it), is positively related to persistence (Tinto, 2000). He notes that many students discontinue their undergraduate education because they feel disconnected from peers, professors, and administrators at the institution.June 13, 2012 89
    • Indiana University’s Center for Postsecondary Research The Indiana University Center for Postsecondary Research (CPR) promotes student success and institutional effectiveness through research and service to postsecondary institutions and related agencies. Center personnel and associates assist Indiana University and other postsecondary institutions and agencies in gathering and using data for decision making and institutional improvement, focusing on initiatives related to student access, assessment, learning, and persistence and the policies and practices that promote student success, educational effectiveness, and institutional development. The Center hosts the National Survey of Student Engagement (NSSE) and its affiliate surveys (Faculty Survey of Student Engagement, Law School Survey of Student Engagement, Beginning College Survey of Student Engagement) and the College Student Experiences Questionnaire (CSEQ) research project. http://cpr.iub.edu/index.cfm June 13, 2012 90
    • George D. Kuh is Chancellor’s Professor of Higher Education at Indiana University Bloomington. He directs IU’s Center forPostsecondary Research, home to the National Survey of Student Engagement (NSSE) which has been used by about 1400 colleges and universities in the U.S. and Canada. June 13, 2012 91
    • The National Survey of Student Engagement(NSSE) obtains, on an annual basis, informationfrom hundreds of four-year colleges and universitiesnationwide about student participation in programsand activities that institutions provide for theirlearning and personal development. The results provide an estimate of howundergraduates spend their time and what they gainfrom attending college. Survey items on TheNational Survey of Student Engagement representempirically confirmed "good practices" inundergraduate education. That is, they reflectbehaviors by students and institutions that areassociated with desired outcomes of college. http://nsse.iub.edu/June 13, 2012 92
    • June 13, 2012 93
    • June 13, 2012 94
    • Attrition rates are higher among nontraditional students 60% 57% 50% 43% 40% 28% 20% 0% Two-Year Institutions Four-year InstitutionsJune 13, 2012 Nontraditional Traditional 95 Source: NCES ―The Condition of Higher Education‖
    • I LOVE THIS QUOTE:In our college, if you don’t teach, your job is to help students get to class in the best condition for learning. Everybody has that responsibility. When someone violates that, they violate more than a policy. They violate a core value.— Bill Law, President, Tallahassee Community College (FL)June 13, 2012 96
    • Conclusion 97
    • No one can predict the future. But effective leaders arent sitting around and waiting for it to happen either.
    • "If you always do what youve always done, youll always get what youve always got.“ --Anonymous
    • The definition of insanity is doing the same thing over and over expecting different results. Albert Einstein (1879 – 1955) 100
    • Retention is Everybody’s Business ―Improving the Quality of Student Life and Learning is what you are paid to do.‖ David S. Crockett, Senior Executive Noel-LevitzJune 13, 2012 101
    • QuestionsJune 13, 2012 102
    • June 13, 2012 103
    • Robert Hill, Ed.D. Program Professor hillr@nova.edu Nova Southeastern University Abraham S. Fischler School of Education 1750 NE 167th Street North Miami Beach, FL 33162-3017 (954) 262-8613 or (800) 986-3223, ext. 28613June 13, 2012 104