Fall 2012

        9:00-9:15 9:15-10:00 10:00-10:20 10:20-10:40 10:40-11:00 11:00-11:20 11:20-12:20 12:20-1:00 Welcome Annual Report Strategic Enrollment Management Student Information System Websites Student Success Lunch Discussion, Q&A, Closing

Patty McClintock

   Many changes in organization and functions Wrote first strategic plan First annual report

  ◦ ◦ Mission Institutional Research will ensure accurate and useful information is available for institutional planning, decision making, and operations. We will coordinate these services in an objective, systematic, and thorough manner, in direct support of Indiana State University’s strategic plan.

Vision Institutional Research will produce data, analysis, and research for the growth, planning, and policy making of Indiana State University, Terre Haute, the state of Indiana, and the region.

Assistant Director Administrative Assistant I Reporting Systems & Applications Manager Special Asst. to the President for Strategic Planning & Director of IR Associate Director Reporting Analyst (SEARCH IN PROGRESS) Student Success Coordinator (VACANT)

Associate Director Student Worker Institutional Research Specialist Technical Project Manager Graduate Intern Chief Strategy Officer Director of Institutional Research Reporting Analyst Contracted Associates Faculty Associates Affiliates Consultants Summer Interns

      Mandated Reporting Operational & Strategic Planning Data Development & Management Survey Research Management Information Policy Analysis

     Survey and Report Reductions ◦ ◦ MAP-Works Relocate Surveys, Reports and Applications Appoint an Advisory Board Develop a Strategic Plan ◦ ◦ Moratorium on New Reports and Projects White Papers/Fact Sheets Qualifications Documents ◦ Posted online Reporting Analyst position

BENCHMARK By 2010

Surveys and reports will be reduced by 50% An Advisory Board will be appointed The office will have operational, tactical, and strategic plans in place All staff will have qualifications documents completed Support staff will be reduced to one position A new Director for the office will be in place

By 2011

Office will have a hardened office structure in place Office will be tracking and monitoring 100% of the work requests that come to the office via the administrative work request website All faculty and staff associates will have qualifications documents completed and on file All surveys will be conducted on a 3-year cycle, unless required by law to do otherwise IR and appropriate campus offices will have met to clarify IR’s role as it pertains to each office and determine what each unit is responsible for New office structure will be finalized and reorganization will be complete The reporting analyst position will be filled

MET?

     All things “IR” Mandatory Reporting ◦ Federal, State, Regional and On-Campus Strategic Planning ◦ ◦ Current plan runs to 2014 Benchmark Projections to 2017 Benchmarking ◦ ◦ Performance Funding Strategic Plan ???

Jerre Cline

SEM Organizational Framework

SEM Steering Committee Long-term enrollment goals, securing the approval of strategies through appropriate institutional channels, communication with Executive Cabinet Recruitment Council Develop 3-4 strategic goals for new student recruitment; review and approve sub-committee action plans; recommend to SEM Steering Committee Retention Council Develop 3-4 strategic goals for retention and graduation; review and approve sub-committee action plans; recommend to SEM Steering Committee 3-4 Sub-Committees Action plans, time lines and metrics for each strategic goal 3-4 Sub-Committees Action plans, time lines and metrics for each strategic goal Data Team Environment scanning, student enrollment behavior research, enrollment models, provide data to councils as needed

• • • • Two IR staff members on SEM Data Team Linda Ferguson is Team Leader Jerre Cline wrote initial Environmental Scan report Entire office has worked to support SEM initiative.

Chris Childs analyzes MAP-Works data

   Began meeting as Data Team in June 2012 and have met regularly ever since.

Responsibilities include providing information on enrollment behavior and identifying external factors that affect recruitment and retention. Also, to produce enrollment projection models to test goals developed by University and SEM plan teams Charged with producing Environmental Scan and Student Enrollment Behaviors presentations for SEM Kickoff.

   Lots of research to gather meaningful statistics Generated PowerPoint presentation consisting of 52 slides Successfully delivered Kickoff presentation and kept audience’s attention throughout with a little interactive technology

  IR staff is helping write the environmental scan document that will be incorporated into the broader SEM Plan A merger of the information in the two PowerPoint presentations previously discussed and the University’s strategic plan goals

   Again, lots of research and gathering of meaningful statistics Generated PowerPoint presentation of 41 slides – presented in tandem with Environmental Scan PP One goal was to debunk common myths about ISU students.

  ◦ ◦ ◦ ◦ Environmental Scan ◦ ◦ ◦ ◦ Demographics Preparation Affordability Enrollment Enrollment Behavior Enrollment Profile Retention ISU Retention Survey Findings

Linda Ferguson

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Higher Ed Policy and Priorities Performance funding metrics Annualized data submissions

• • • • • • Moving from college access to degree success Preparing K-12 teachers, school leaders and students for college success Ensuring that college is affordable Focusing the role of the community colleges Strengthening Indiana’s major research universities Embracing accountability

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Set state and campus completion goals Uniformly measure progress and success Shift to performance funding Reduce time to degree and accelerate success Transform remediation Restructure delivery

Students and the state are not well served by an empty promise of college access without completion.

A more productive higher education system will increase student success and safeguard college affordability.

Increasing college completion and productivity need not come at the expense of academic quality • • • Degree Completion Remediation Success Student Persistence • • • On-Time Completion Cost Per Degree Student Debt • • • Learning Outcomes Transfer Return on Investment Source: ICHE

2005

Enrollment Change (credit hours enrolled)

2007

Enrollment Change (credit hours enrolled)

2009 2011 2013

Enrollment Change (successfully completed credit hours) Enrollment Change (successfully completed credit hours) Enrollment Change (successfully completed credit hours) Inflation Adjustments Inflation Adjustments Equity Adjustment Equity Adjustment Research Support Incentive Research Support Incentive Change in number of degrees Change in On-Time graduation Rate Two Year Transfer Incentive Research Support Incentive Change in number of degrees Change in On-Time graduation Rate Two Year Transfer Incentive Low Income Degree Completion Incentive Workforce Development Incentive (funding non-credit coursework) Research Support Incentive Change in number of degrees Change in On-Time graduation Rate Dual credit Low Income Degree Completion Incentive Remediation Success (VU & ITCC only) Change in number of degrees Change in On-Time graduation Rate Student Persistence Low Income Degree Completion Incentive High Impact Degree Completion (IUB, PUWL, BSU only) Institutional Defined Metric Source: ICHE 26

CHE Recommendation for allocation of performance funding dollars: 55% through increases in overall degree completion and on-time degrees 30% rewards progress in persistence and low income degrees 15% improvement in institution-defined metric FY12

    ◦ ◦ SIS Data elements through FY 2008 – one file ◦ Demographic (gender, ethnicity, DOB, origin, residency) ◦ ◦ Pre-College (HS data, SAT scores) Enrollment (student level, degree program, enrolled hours by term) Degrees conferred Financial Aid Supplemental FY 2009 (additional 125 fields) Supplemental FY 2010 (10 more fields) Supplemental FY 2011 (44 more fields)

   ◦ ◦ ◦ ◦ ◦ ◦ New Associate Commissioner for Research and Information – Molly Chamberlin Collaborate with the institutions SIS work group Financial Aid work group ◦ Goals  Pare down what is being collected (only collect what will be used) Develop common definitions for each field How it will be used How it will be validated    Establish optimal timing for submissions Capability to link to other data sets Indiana Workforce Intelligence System Indiana Department of Education Robust data submission system (data validation/reports)

    ◦ Student Profile file any student who enrolled, graduated or received financial aid in the fiscal year Credits file – one row per student per enrolled term (Oct 15 - Nov 1) Degree file – one row per fiscal year degree recipient (Oct 15 - Nov 15) Financial Aid file – one row per student per award period (Nov 1 - Nov 30)

     Identification fields (name, last 4 SSN) for linking to other data sets Emphasis on each term’s attempted and earned hours rather than census hours (total, distance, dual, dual high-priority, remedial, English & Math gateway courses) Cumulative institutional attempted hours and earned hours, Overall earned hours and GPA Distance education status (and location for distance only) Tuition and required fees

       CHE instructions/definitions – tuning and revisions Defining ISU specifications for data elements and developing ARGOS datablocks for file generation ◦ In collaboration with ORR and Financial Aid Data issues ◦ Reconciling CIP codes with CHE API (ORR) ◦ Edits File generation Verification/review Submission Error resolution

  ◦ ◦ ◦ ◦ ◦ Calculations ◦ ◦ ◦ Cost to Degree Credits to Degree Graduation Rates Reporting/Research IWIS workforce/wage reporting for graduates Affordability reporting Transfer reporting High school feedback reporting Complete College America reporting

Ray Buechler

 Institutional Research - www.indstate.edu/ir  Strategic Plan - www.indstate.edu/strategic_plan/  Business Intelligence - www.indstate.edu/bi/  Strategic Enrollment Management - www.indstate.edu/sem/

Chris Childs

1) Factors that produce effective retention programs -Seidman’s Formula 2)Pilot: Student Success CRM Rule Data -Lessons Learned and Future Paths 3)MAP-Works Reports 4)Future Reports

    Seidman Formula & Success Model (Seidman, 2012) RET=Early ID +(E+In+C) IV Early identification-assessment of student skill Early intervention-intervention as early as possible Intensive intervention-program is strong enough to show desired outcome Continuous intervention-must persist until change occurs

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The Student Success Rules were created to receive earlier identification of at-risk students

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In theory this will result in earlier interventions

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8 rules were created to help better retain students

Once a FTFT student drops below 12 credit hours during a semester an automatic email message is sent to the Dean of the University College and the Associate Vice President for Student Success. Results  Alert Messages Since 8/24: 37 Notifications to Student Advisor: 37 Lessons Learned  Messages should go strait to students’ advisors  More alerts as the closer we got to midterms Next Steps     Continue to monitor data International Studies department will receive alerts Advisor gets alert and will notify University Dean and Financial Aid Have alert system for Sophomore, Juniors, and Seniors

An Alert is sent to the Area Director of the student’s resident hall is he or she does not swipe their meal card between Monday to Thursday Results Alerted: 477 Student Fine:225 left ISU:35 Not located: 328 Lessons Learned  Some students do not like to be monitored in such away  Res life colleagues believe this rule is better suited for the first few weeks of the semester. To make sure students know how to use meal card Next Steps   Is there a time of the semester students are less likely to visit commons?

Run alert system for the first 3 weeks and continue to monitor there on

Designed to create school spirit and to acclimate first-time, full time freshmen to campus. Messages are sent out to students to join ISU’s twitter handle, ISUFreshmen12.

Results Twitter Followers: 682 FTFT students on field: 108 FTFT Students at Rec Fest: 103 Lessons Learned   Reach out to before orientation Marketing is Key  Use more social networking resources Next Steps   Push students to indstate twitter account Set marketing for this at a earlier time

To identify and intervene when a first-time full-time freshmen fails to log in for Blackboard based classes. A message is sent to the instructor identifying the students who have not logged into Blackboard.

Results No login: 325 Login After Contact: 233 Can’t Contact: 30 Dropped: 18 Lessons Learned  This needs faculty buy-in  Data was very difficult to set up Next Steps  Get feedback from faculty who participated in program  Explore options on Blackboard and MAP-Works to send alert messages like this

We sent student engagement letters to students from Vigo, Sullivan, Marion, and Cook Counties, plus to LEAP students. Messages to join ISU Facebook app and to join student organizations. This was designed to foster more connections to ISU.

Results Hardly any students joined the Facebook communities for those counties Lessons Learned  This rule would benefit from multiple department cooperation from Student Affairs and Residential Life  Engagement emails should be sent out before Fall Student Orientation Next Steps   Starting planning for student mailers and events for these students in February Contact Faculty and Staff plus other students from these counties and invite them to events

Pell Grant: 141 (77.5%) First Generation: 97 (58.4%) Avg HS GPA: 3.05

Avg SATVerbal: 0.00

Avg SATMath: 0.00

Avg ACT: 18.03

21 st Century Scholars: 0 (0%) Pell grant: 1414 (53.2%) First Generation: 1228 (56.1%) Avg HS GPA: 3.06

Avg SAT Verbal: 460.22

Avg SAT MATH: 463.57

Avg ACT: 19.34

21 st Century Scholars: 532 (20%) Students from Cook County N= 182 Total Cohort First-year N= 2206

Pell Grant:286 (68.1%) First Generation: 253 (63.3) Avg HS GPA: 2.81

Avg SAT Verbal: 428.3

Avg SAT Math: 425.8

Avg ACT:17.3

21 st Century Scholars: 139 (33%) Pell Grant: 1414 (53.2%) First Generation: 1228 (56.1%) Avg HS GPA: 3.06

Avg SAT Verbal: 460.22

Avg SAT MATH: 463.57

Avg ACT: 19.34

21 st Century Scholars: 532 (20%) Students from Marion County N= 420 Total Cohort First-Year N= 2206

Pell Grant: 20 (54.1%) First Generation: 14 (70%) Avg HS GPA: 3.33

Avg SAT Verbal: 451.35

Avg SAT Math: 470.54

Avg ACT:0.00

21 st Century Scholars: 14 (37.8%) Pell grant: 1414 (53.2%) First Generation: 1228 (56.1%) Avg HS GPA: 3.06

Avg SAT Verbal: 460.22

Avg SAT MATH: 463.57

Avg ACT: 19.34

21 st Century Scholars: 532 (20%) Students from Sullivan County N= 37 Total Cohort First-year N= 2206

Pell Grant: 129 (50.4%) First Generation: 108 (38%) Avg HS GPA: 3.24

Avg SAT Verbal: 502.01

Avg SAT Math: 494.31

Avg ACT: 22.05

21 st Century Scholars: 57 (22.3%) Pell Grant: 1414 (53.2%) First Generation: 1228 (56.1%) Avg HS GPA: 3.06

Avg SAT Verbal: 460.22

Avg SAT MATH: 463.57

Avg ACT: 19.34

21 st Century Scholars: 532 (20%) Students from Vigo County N= 256 Total Cohort First-year N= 2206

Pell grant: 526 (80%) First Generation: 388 (64.5%) Avg HS GPA: 2.83

Avg SAT Verbal:412.12

Avg SAT MATH: 408.47

Avg ACT: 16.87

21 st Century Scholar: 192 (29%) Marion County: 238 (36.3%) Cook County : 143 (21.8%) Pell grant: 1414 (53.2%) First Generation: 1228 (56.1%) Avg HS GPA: 3.06

Avg SAT Verbal: 460.22

Avg SAT MATH: 463.57

Avg ACT: 19.34

21 st Century Scholar: 532 (20%) Marion County: 420 (15.8%) Cook County: 182 (6.8%) First-Year African American Students N=655 2012 Cohort First-year N= 2206

6,5 6 5,5 5 4,5 4 Black Students White Students

Total Cohort Marion County Cook County Lake County 70 65 60 55 50 45 40 Black Total Cohort

   ◦

MAP-Works

◦ Freshmen 2012 vs Freshmen 2011

LEAP

◦ 2012 Cohort Research Brief

MAP-Works

Retention Analysis (in process)

    Analyzing racial climate through Qualitative Responses ◦ Do minority students feel comfortable here?

◦ Diversity Council planned Diversity Climate Study Peer Assessments ◦ Where do we rank among our peers in MAP-Works?

Customized sub-analysis reports ◦ Freshmen profile of Athletes ◦ Do students from different regional areas score differently on MAP-Works Factors?

MAP-Works report on sophomores, juniors and seniors

Patty McClintock