Transcript Automating Enrollment Reports

Environmental Scan for CLC’s
Strategic Plan and Enrollment
Management Plan
A Presentation By Arlene Santos-George, Evelyn Schiele, Karen Hlavin, Stephanie DeCicco,
Denise Anastasio, Felicia Ganther, Nick Kallieris, and Rhonda Winn
August 20, 2009
Fall 2009 Orientation Week
College of Lake County
Session Objectives






Provide an overview of the role of Environmental Scan in:
 Strategic Planning
 Enrollment Management Planning
Introduce the members of the Environmental Scan Committee
Provide an update on the process and progress of the Environmental
Scanning Committee’s work
Present selected findings on key demographic, socio-economic, higher
education, fiscal, technology, human resource, student success and
other factors that affect CLC.
Gather some feedback on these trends.
Update on what is next for the Environmental Scan for Strategic
Planning and for Enrollment Management.
What is an Environmental Scan?
http://www.youtube.com/watch?v=F5L5sNJ
oWQc
 Systematic and purposeful overview of the
important factors or trends that influences
an organization
 Positive and negative impacts

Environmental scan: PESTO
Analysis (EXTERNAL)
P olitical
E
conomic
S
ocio-cultural
T echnological
O ther: Demographic, Fiscal,
Education
4
Environmental scan:
INTERNAL Analysis
Students: Demographics/Economic/Sociocultural/Geographic
Students: Enrollment Indicators
Students: Learning outcomes, retention, satisfaction, and other
indicators
Institutional: Academic offerings
Institutional: Financial Aid and Other Student Services
Institutional: Physical and Technology Infrastructure
Institutional: Faculty and Human Resources
Institutional : Revenues/Expenditures
Planning: Steps (Applies to both Strategic and
Enrollment Management Planning)
Situation
•Environmental
Scan
•Internal
•External
•SWOT
Analysis
•Critical/Strategi
c Issues
Target
• SMART
Goals
• Objectives
• Key
Performance
Indicators
Path
• Plan to
achieve
goals
• Assessment
Environmental Scan: Role in
Strategic Planning
Environ
mental
Scan
SWOT
Analysis
Implications
Vision
Strategic
Goals
Critical and Strategic
Issues
7
Environmental Scan Committee
Environmental
Scan Committee
Team A:
General
Enrollment/
Recruitment/
Demographic
Trends
Team B:
Trends in Higher
Education
(Academic
Offerings/
Economy/
Competition
Team C:
Trends in
Student
Outcomes
(Retention/
Graduation/
Student Support
Services)
Team D:
Fiscal,
Facilities/
Faculty & Staff/
Budget /
Technology Trends
• Felicia
Ganther
• Arlene
SantosGeorge
• Darl
Drummond
• Julie DeGraw
• Rodolfo Ruiz
Velasco
• Jeorge Tennin
• Trish
Andrews
• Christine
Postelnick
• Kathleen
Opal
• Nancy De
Muro
Team D
• Denise
Anastasio
• Stephanie
DeCicco
• Rich Haney
• Fred Scheu
• Rafael Ortiz
• Ali O’Brien
• Roland Miller
• Bob Kerr
• Brenda Miller
• Hans
Habeger
• Sylvia
Johnson
• Michelle
Carter
• Inderjit Saini
Team C
• Karen Hlavin
• Evelyn Schiele
• Deb Michelini
• Krysty
Anderson
• Mary Charuhas
• Viki Cvitkovic
• David
Weatherspoon
• Sue Sands
• Tonitta White
Team B
Team A
Team members
• Nancy
McNerney
• Sue
Yasecko
• Lisa Yanez
• Peggy
Pugesek
• Ted Johnson
• Kam
Sanghvi
• Nick Kallieris
• Rhonda
Winn
Environmental Scan Process:
Update
June-August
•Purpose: 2009
April/May 2009
Form
Teams
•Purpose:
• Gather data
and information
•Interpret and
discuss
•Facilitate
participatory
process
Gather Data
and
Information
(Internal/Exte
rnal)
1st half October 2009
•Purpose:
Prepare • Provide
Environm comprehensive
ental Scan report for
(Internal/E evaluating
strengths,
xternal)
for SWOT weaknesses,
opportunities,
Analysis
and threats.
•Identify
relevant trends
(external and
internal)
•Provide
evidence for
opportunities,
and issues
•Basis for
SWOT Analysis
•Fall Orientation
milestone
September 2009
Engage
CLC
Faculty/
Staff
•Purpose
•Provide forums
(e.g., brown
bags) for open
discussion
about data and
information.
Also get more
information.
2nd half October 2009 November 2009
SWOT
Analysis
Workshop
(Internal
and
external
stakeholder
s)
Purpose:
Through
stakeholders’
participation,
identify
strengths,
weaknesses,
opportunities,
and threats.
Identify
implications or
critical issues
from trends.
Synthesi
s of
Environ
mental
Scan
and
SWOT
Analysis
• Purpose
• Use the
results of the
Environmenta
l Scan and
SWOT
Analysis to
identify
critical or
10
strategic
issues..
Team A: Demographic, Enrollment and Recruitment
Major Trends
Lake County High School Graduates

CLC’s enrollment of graduating seniors has not kept up with the growth in the size of
graduating classes in the decade of the 2000s. The size of the high school graduating
classes grew by 26 percent; the number of recent graduates enrolling at CLC increased
by only 21 percent.
Lake County HS Class Sizes & CLC Fall Enrollment
10000
9000
8000
7000
6000
5000
Lk County
4000
CLC Yield
3000
2000
1000
0
2002
2003
2004
2005
2006
2007
2008
CLC High School Yield
CLC HS Yield: % of Graduating Class Enrolling
Year
Fall
Fall & Spring
2001
19.0 percent
24.0 percent
2002
17.7 percent
22.4 percent
2003
19.5 percent
23.5 percent
2004
18.0 percent
22.3 percent
2005
17.8 percent
21.9 percent
2006
16.7 percent
20.9 percent
2007
15.5 percent
19.6 percent
2008
16.8 percent
21.1 percent
These projections show an increase in the number of entering high school seniors over the
next decade.
But we could do much better. The growth in the size of graduating classes offers a significant
target market. We need to increase our yield.
Projected HS Class Sizes & CLC Yield Fall/Spring
Year
Total Class Size
No. Enrolling at
CLC
CLC Yield %
2009
9291
1873
20.2
2010
9615
1909
19.9
2011
9940
1945
19.6
2012
10264
1981
19.3
2013
10588
2017
19.1
2014
10912
2053
18.8
2015
11237
2089
18.6
2016
11561
2125
18.4
2017
11886
2161
18.2
2018
12210
2198
18.0
Educational attainment in Lake County continues to increase. The 2005-2007
American Community Survey indicates that almost 41 percent of adult residents
have already earned a bachelor’s degree or higher. But one in five has only a
high school diploma.

Educational Attainment in Lake County
(1990, 2000, 2007)
30.00%
25.00%
20.00%
1990
15.00%
2000
2007
10.00%
5.00%
0.00%
less than
12th grade
HS Diploma
Some
College
Associate
Bachelor
Graduate
Between 2001 and 2008, adult enrollment (aged 25 and older) declined in all
but two years. This trend contrasts with enrollment among students 25 and under
which increased in each year between 2001 and 2008.
Adult Enrollment Aged 25 and Older
Year
All 25 or >
25-34
2001
7472
3390
2002
8084
3642
2003
8081
3655
2004
7928
3614
2005
7677
3484
2006
7454
3293
2007
7593
3338
2008
7561
3195
The United States, Illinois and Lake County have become increasingly
diverse in the decades from 1990 to 2008 and are projected to become even
more so.
U.S. Population Actual/Projected—By Percentage Breakdown
2000
2010
2020
2030
Total
100
100
100
100
White
69.4
65.1
61.3
57.5
African Amer
12.7
13.1
13.5
13.9
Asian
3.8
4.6
5.4
6.2
Hispanic
12.6
15.5
17.8
20.1
Other
2.5
3.0
61.3
4.1
United States
U.S. Population Actual/Projected
2000
2010
2020
2030
Total
282,125,000
308,936,000
335,805,000
363,584,000
White
195,729,000
201,112,000
205,936,000
209,176,000
African Amer
35,818,000
40,454,000
45,365,000
50,442,000
Asian
10,684,000
14,241,000
17,988,000
22,580,000
Hispanic
35,622,000
47,756,000
59,756,000
73,055,000
Other
7,075,000
9,246,000
11,822,000
14,831,000
Illinois
Illinois Population
2000
Total
2005
2015
2025
12,134,000 12,363,000 12,940,000 13,612,000
White
8,553,000
8,487,000
8,428,000
8,401,000
African
Amer
1,865,000
1,914,000
2,037,000
2,176,000
423,000
484,000
602,000
721,000
1,267,000
1,450,000
1,840,000
2,275,000
26,000
28,000
33,000
39,000
Asian
Hispanic
Other
Illinois
2000 Ethnicity Breakdown-Illinois
White
African Amer
Asian
Hispanic
Other
2025 Ethnicity Breakdown-Illinois
White
African Amer
0%
3%
Asian
Hispanic
0%
10%
17%
5%
15%
16%
72%
62%
Other
Lake County
Lake County Ethnic Breakdown
2007
2012
76.6%
74.1%
7.5%
7.8%
18.0%
20.7%
Asian
4.9%
5.6%
Other
11.0%
12.5%
White
African American
Hispanic
Source: Lake County Partners
College of Lake County




Like the nation, the state and the county, CLC’s student population has
become increasingly diverse in the decades from 1990 to 2008.
Although whites continue to account for the largest percentage of CLC
college-level students (62 percent in fall 2008), the percentage of
students who are minorities increased significantly between fall 2000
and fall 2008, growing from about 25 percent to about 32 percent.
Among minorities in college-level programs, Hispanic enrollment grew
the most---an 85 percent increase (from 1250 students in fall 2000 to
2317 students in fall 2008).
As a percentage of CLC’s total enrollment, Hispanics went from 10.4
percent of college-level students in 2001 to 17.3 percent in 2008.
College of Lake County, cont’d
In terms of headcount, college-level
enrollment among minorities has increased
significantly between 2001 and 2008.
 The number of minority students (Hispanics,
Asians and African Americans) in collegelevel programs increased by 40 percent
between 2001 and 2008. In comparison,
white enrollment decreased by 1 percent in
the same period.

National Trends in Community Colleges

Increased Distance Learning

Greater Number of Baccalaureate Degrees Awarded

Increased Partnerships Between Community Colleges and
Four-Year Institutions

Greater Recruiting of Baby Boomers

Increased Enrollment Across Different Student Groups

Increased Partnerships With Businesses

Increased Response to Globalization
Enrollment Trends in Community Colleges

Dual-Credit and Dual-Enrollment Students

Reverse Transfer Students


Non-Completers

Completers
Job Retraining Students
Team B: Trends in Higher Education (Academic
Offerings/Competition) and Economy
Seven Themes








Employment Projections
Competition
Articulation
Niche Students
Online
Employer Expectations
Counseling/Advising/Career Planning
Veterans
Employment Projections
What research we looked at:
 Employment projections (U.S., IL, Lake Co)
 Fastest-growing
 Largest numbers
 Compared projection info w/ CLC programs
 Also – Job posting data, articles on “Hot Jobs”
Findings:
 Occupations for which CLC does NOT offer a program (next
slide)
Implications:
 Need to establish systematic tracking of occupational data to
keep program mix appropriate.
Employment projections
Highest annual openings for occupations where CLC does NOT have a program
Associate Degrees








Biological technicians (45)
Environmental science and
protection technicians, including
health (26)
Veterinary technician (25)
Forensic science techs (other
sources say bachelor’s degree
needed) (19)
Industrial engineering
technicians (11)
Broadcast technicians (9)
Chemical technicians (8)
Physical therapy assistant (8)
Less than Assoc Degree





Appraisers and assessors of
real estate (57)
Licensed practical nurse (29)
Hairdressers, hairstylists and
cosmetologists (20)
Bus and truck mechanics and
diesel mechanics (12)
Gaming dealers (6)
Lake County Economy
Lake County Employment By Industry: 2000
Lake County Employment By Industry: 1990
Public administration,
3.4%
Other professional
and related services,
7.6%
Educational
services, 7.0%
Agriculture, forestry
and fisheries, 1.3%
Mining, 0.1%
Public administration,
2.9%
Construction, 6.3%
Arts,
entertainment and
recreation
services, 1.8%
Information, 2.7%
Other, 4.0%
Agriculture, forestry
and fisheries, 0.3%
Construction, 6.1%
Manufacturing, 21.6%
Manufacturing, 19.7%
Professional and
related services, 16.5%
Health services, 7.7%
Personal
services,
2.5%
Business and
repair services,
4.6%
Finance, insurance and
real estate, 9.3%
Retail trade, 11.5%
Retail trade, 15.9%
Finance, insurance and
real estate, 9.2%
Transportation,
3.3%
Communications and
other public utilities,
2.1%
Wholesale trade, 5.5%
Professional, Scientific,
Management,
Administrative, and
Waste Management
Services, 12.5%
Arts, entertainment
and recreation services,
6.0%
Transportation, 3.6%
Wholesale
trade, 5.0%
Unclassified establishments
Auxiliaries (exc corporate, subsidiary & regional
mgt)*
Other services (except public administration)
Accommodation & food services
Arts, entertainment & recreation
Health care and social assistance
Educational services
Admin, support, waste mgt, remediation services
Management of companies & enterprises
Professional, scientific & technical services
Real estate & rental & leasing
Finance & insurance
Information
Transportation & warehousing
Retail trade
Wholesale trade
Manufacturing
Construction
Utilities
Mining
Forestry, fishing, hunting, and agriculture support
Lake County Number of Emplyees By NAIC Industry (1998, 2006)
70,000
60,000
50,000
40,000
30,000
20,000
10,000
0
1998
2006
*2006 data unavailable
Competition
What research we looked at:
 Profiles of universities in area – Illinois Board of Higher Ed
 Websites of competitors
 Tuition comparison data
 Data on students transferring in to CLC
Findings:
 CLC’s competitors market their flexibility, accelerated programs,
alternative scheduling, online programs
 CLC remains more affordable than other colleges, but more and
more students are facing financial obstacles to attend college
Implications:
CLC can no longer rely on (relatively) low cost but must be able to
respond to student demands for flexibility and financial aid
Articulation - Transfer
Best Practices in Statewide Articulation
Certain academic behaviors affect student transfer

Positively






Negatively



High full time enrollment
Continuous enrollment
Dual credit/enrollment
Completion of 20 hours in 1st year
Core transfer processes in place
Multiple course repeaters
Not persisting to degree completion
Implications



CLC should develop a specific college-wide transfer processes
Further develop the dual credit/enrollment program
College-wide examination of multiple repeat process
Articulation - Transfer
Illinois Articulation Initiative
What Research We Looked At:
itransfer.org report – Courses Not At A School
Findings:

CLC does not have all the IAI courses it could have. We are missing key introductory
courses such as Non-Western Music, Intro to Drama, Intro to Religion, Film and Lit, Intro
to Literature, Principles of Economics, Race and Ethnic Relations, and many more
Implications:

Higher-level courses have been developed at CLC instead of many introductory courses,
and although these higher level courses can be articulated to four year IL schools, they
are not IAI Gen Ed approved

Students must work with schools individually to ensure transfer

This may be a barrier to seamless transfer

Fewer introductory IAI approved gen ed courses means students have less IAI options

Niche Students
What research we looked at:

IEPR Data: First Generation College Students and Already-Degreed students

Community College Review: Diversity of CC Students

IDES Rates: Who is returning to CCs/Unemployment Rates

Preparedness of CC students
Findings:

The Unemployed are returning to CCs, particularly to CLC in dramatic #s right now

The need for developmental education continues to rise, and it is most often not covered
by financial aid. The more DE needed, the higher the possibility of dropping out.

The number of first generation college students in Lake County continues to rise

They “type” of cc student continues to change, as ccs evolve in how they attract and
retain new students.
Implications:

Increased credit and non-credit offerings may be needed at CLC to meet demand

Reexamination of financial aid policies, as well as program requirements

Offer workshops, mentoring initiatives and activities that introduce first generation
students to “college”
Online Course Information
What research we looked at:

IEPR Data: Online Course Report

Trends in Distance Learning
Findings:

Online seat/class sections have increased dramatically over the past 10 years at CLC.



In fall 2008, seats increased by 23%/sections by 15%
In spring 2009, seats increased by 20%/sections by 15%
In summer 2009, seats increased by 56%/sections by 31%
Post-secondary enrollment is growing at a staggering rate. In fall 2007, over 20% of all
American students in higher education took at least one online course.
Implications:

Identify successful courses/programs, faculty support/training, student profiles, IT
funding, marketing, academic accountability, salary differentiation.

Research developing consistent outcomes for employer-based competencies

Identify ways to motivate faculty to teach distance classes

Identify components of high quality online classes and how to best evaluate online
courses

Online Course Information
Employer Expectations
What research we looked at:
 Employer survey conducted by consortium on knowledge and
skills expected of the workforce
Findings: % of employers rating associate grads “deficient”:
 Written communications – 47%
 Writing in English – 46%
 Lifelong learning/self-direction – 28%
 Creativity/innovation – 23%
 Oral communication – 21%
 Ethics/social responsibility – 21%
Implications: Curriculum focus on knowledge and skills
considered “most important.” Integration of technical and other.
Employer Expectations
MOST IMPORTANT BASIC KNOWLEDGE AREAS/SKILLS:
 Reading comprehension
 English language (spoken)
 Writing in English
 Mathematics
 Science
MOST IMPORTANT APPLIED SKILLS:
 Professionalism/Work Ethic
 Oral and Written Communications
 Teamwork/Collaboration and Critical Thinking/Problem
Solving
 Ethics/Social Responsibility
Counseling/Advising/Career
Planning
“How do CLC students find out about their career options?”
What research we looked at:
 Interviews with Counselors and Adult Ed staff
 Information from CLC website and catalog
 ACT Student Satisfaction survey results
Findings:
 Career counseling, career planning, and career advising for
programs occurred in multiple places
 Student satisfaction in “vocational guidance/career planning”
lower than average
Implications:
 Need to ensure students understand career and academic
options
Veterans
What research we looked at:



Educational Research (ERIC)
Department of Veterans Affairs documents
Various publications and articles
Findings:


# of vets entering the community college system continues to rise based on Iraq
war and the increase in Vet benefits
Veterans Educational Assistance Act of 2008 will provide more than 2 million vets
the opportunity to attend college full time
Implications:





Continue to make CLC a Veteran-friendly place
Determine how CLC will absorb a significant increase in vets on campus, as well as
an increase in other student populations returning to school right now
Be prepared for the special needs of this population
Watch enrollment patterns and prepare for growth over the long term
Optimize resources to serve the most students effectively without duplication
Team C: Trends in Student Outcomes
(Success, Retention, and Advisement)
Enviromental Scan: Major Findings

Student outcome measures





Specific student populations




Graduation rate, drop out rate, transfer rate
Course success rates
Satisfaction surveys
Benchmarking
Underprepared students
Minority students
Economically disadvantaged students
Student development programs that work




Summer Bridge
New Student Orientation
PDS courses
Student support services (TRIO SSS)
Student Outcomes: Graduation, Drop
Out, and Transfer Rates--FT
Full Time
2002 Cohort
Number
Percent
2003 Cohort
Number
Percent
947
2004 Cohort
Number
Percent
Total
810
885
Completers
160
19.8%
166
17.5%
150
16.9%
Still Enrolled
198
24.4%
237
25.0%
216
24.4%
T ransferred to other institutions*
230
28.4%
306
32.3%
268
30.3%
Drop Outs
452
27.4%
544
25.1%
519
28.4%
Drop outs who left in Good Academic Standing
75
9.3%
81
8.6%
95
10.7%
Drop outs who left in Poor Academic Standing
377
46.5%
463
48.9%
424
47.9%
588
72.6%
709
74.9%
634
71.6%
Summary
Total Retention Rate
Total Attrition Rate
27.4%
25.1%
28.4%
Among Leavers, % in Good Academic Standing
75
16.6%
81
14.9%
95
18.3%
Retention + Leavers in Good Standing/FT Total
663
81.9%
790
83.4%
729
82.4%
Student Outcomes: Graduation, Drop Out,
and Transfer Rates--PT
Part-time
2002 Cohort
Number
Percent
2003 Cohort
Number
Percent
689
2004 Cohort
Number
Percent
Total
668
520
Completers
92
13.8%
70
10.2%
50
9.6%
Still Enrolled
113
16.9%
135
19.6%
107
20.6%
T ransferred to other institutions*
NA
NA
NA
NA
NA
NA
Drop Outs
463
69.3%
484
70.2%
363
69.8%
Drop outs who left in Good Academic Standing
158
23.7%
152
22.1%
124
23.8%
Drop outs who left in Poor Academic Standing
305
45.7%
332
48.2%
239
46.0%
205
30.7%
205
29.8%
157
30.2%
Summary
Total Retention Rate
Total Attrition Rate
69.3%
70.2%
69.8%
Among Leavers % in Good Academic Standing
158
34.1%
152
31.4%
124
34.2%
Retention + Leavers in Good Standing/PT Total
363
54.3%
357
51.8%
281
54.0%
Outcomes: CLC vs. Peer Group
Enrollment Status of IPEDS Fall 2004 Full-Time, First-Time Cohort: CLC, State,
Selected Group, As of Spring 2007
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
All
Community
Colleges
CLC
COD
Harper
Moraine
Oakton
Triton
Graduation Rate
21%
17%
15%
17%
19%
10%
17%
Still Enrolled Rate
20%
24%
23%
23%
25%
28%
22%
Transfer Rate
30%
30%
37%
35%
33%
39%
34%
Drop-out Rate
29%
28%
25%
26%
22%
23%
27%
Drop out rates by Ethnicity
Drop out Rates: Fall 2001 and Fall 2004 Cohorts
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Black
Asian
Hispanic
White
Black
Fall 2001 Cohort
Asian
Hispanic
White
Fall 2004 Cohort
FT Attrition
35%
29%
36%
32%
40%
19%
29%
28%
PT Attrition
69%
65%
69%
63%
84%
57%
70%
69%
Course Success Rates: Developmental
vs. All Courses
Completer Success Rate: All courses
FY 2005
Completer Success Rate:
Developmental
100.00%
100.00%
80.00%
77.30%
69.70%
Fall 2002
58.26%
60.00%
% Points Change= -2.8%
40.00%
20.00%
74.51%
% Points Change= -11.4%
Math
82.68%
80.00%
Fall 2002
Fall 2003
60.00%
Fall 2004
40.00%
Fall 2005
20.00%
Fall 2007
0.00%
86.00%
Fall 2003
% Points Change= -3.32%
Fall 2005
Fall 2007
0.00%
Reading and Writing
College Level
Completer Success Rate: 1st College Level
Course of Developmental Students
100.00%
80.00%
84.80%
77.30%
84.24%
69.33%
60.00%
Fall 2002
% Points Change= -.6%
40.00%
20.00%
Fall 2003
Fall 2004
% Points Change= -8.0%
Fall 2005
0.00%
Fall 2007
Math
Fall 2004
Writing
Course Success Rate: Core Academic
Courses
Completer Success Rate: Core Academic
100.00%
90.00%
80.00%
85.09%
84.44%
79.55%
82.05%
83.29%
78.59%
70.00%
71.88%
70.00%
% Points Change= +4.70%
60.00%
% Points Change= -2.39%
Fall 2003
50.00%
40.00%
Fall 2004
% Points Change= -5.54%
Fall 2005
% Points Change= +1.88%
Fall 2007
30.00%
20.00%
10.00%
0.00%
English Comp 1
English Comp 2
College Algebra
Speech
Entering Students: Fall Term GPA
Figure 7. Mean Term GPA, New College Level Students,
By Ethnicity By Gender Fall 2008
3.00
2.50
2.47
2.43
2.29
2.26
2.19
2.03
2.00
2.00
1.79
1.66
1.60
1.50
1.00
0.50
0.00
Female
Male
White, non-Hispanic
Female
Male
Black, non-Hispanic
Female
Hispanic
Male
Female
Male
Asian
Female
Male
Total New College Level
Students
Entering Students: Withdrawals
Figure 8. Percentage of New College Level Students Who Withdrew,
By Ethnicity, Fall 2008
50.0%
45.0%
40.0%
35.0%
Percent
30.0%
25.0%
20.0%
17.3%
15.0%
10.0%
7.6%
9.0%
7.4%
5.4%
5.0%
0.0%
White, non-Hispanic
Black, non-Hispanic
Hispanic
Asian
Total New College Level
Students
Entering Students: Unsuccessful
Figure 9. Unsuccessful New College-level Students as a Percent of Total New College-level
Students, By Ethnicity By Gender Fall 2008
100%
90%
80%
70%
64%
60%
54%
52%
50%
46%
43%
41%
38%
38%
40%
32%
29%
30%
20%
10%
0%
White, non-Hispanic
Black, non-Hispanic
Hispanic
Female
Male
Asian
Total New College/Precollege Students
Student Satisfaction: Skill Development
CLC Student Skill Development
Satisfaction 05 and 07
3.00
2.50
2.00
1.50
1.00
0.50
0.00
2005 CLC
2007 CLC
Student Skill Development
Satisfaction CLC vs. Nation 2007
3.00
2.50
2.00
1.50
1.00
0.50
0.00
2007 CLC
2007 National
Student Satisfaction: Services
CLC Satisfaction 2005 vs. 2007
3.00
2.50
2.00
1.50
1.00
0.50
0.00
CLC 2005 Mean
CLC 2007 Mean
Student Satisfaction: Services
Satisfaction Comparison 2007
3.00
2.50
2.00
1.50
1.00
0.50
0.00
CLC 2007 Mean
Illinois Peer Group 2007 Mean
Nation 2007 Mean
Successful Student Development
Program: Federal TRIO SSS program
low income, first generation students
 Increase the post-secondary persistence
and graduation rates of students from
disadvantaged backgrounds
 22.8% of TRIO SSS cohort graduate with an
Associate’s degree in 3 years.

Students are more likely to persist if they take
a first year seminar course that includes:
Study skills
 Advising information
 Curriculum planning
 Group activities
 Campus tour

Impact on Freshmen Retention of Orientation Course Content: Proposed
Persistence Model By: Davig, William B., Spain, Judith W., Journal of College
Student Retention: Research, Theory & Practice, 15210251, 20040101, Vol. 5,
Issue 3
Students at a community college are more
likely to persist if they:
Complete a developmental reading course
 Complete a developmental math course
 Receive financial aid
 Take an online class
 Enroll in more semester hours
 Participate in student support services

Predictors of First-Year Student Retention in the Community College By: Fike, David S.,
Fike, Renea, Community College Review, 00915521, 20080101, Vol. 36, Issue 2
For students who take a first year
seminar:
Higher GPA
 More likely to persist to the second, third,
and fourth semesters
 Higher graduation rates

The Impact of a First-Year Experience Course on the Academic Performance,
Persistence, and Graduation Rates of First-Semester College Students at a
Public Research University By: Lang, David J., Journal of The First-Year
Experience & Students in Transition, 15423077, 20070101, Vol. 19, Issue 1
Academic Intervention Programs (e.g.,
PDS courses):
are at least modestly effective in helping
students overcome deficiencies in their
precollege academic preparation
 promote long term and short term
persistence (semester to semester and into
the second year)
 promote degree completion
 effective in first semester

How College Affects students Vol 2 By Pascarella and Terenzini, 2005.
Team D: Fiscal, Facilities, Human Resources,
& Technology Trends
Key Trends in the Following Areas:
CLC’s Revenue vs. Expenditure
 Facilities (Capacity)
 Utility Usage / Sustainability Initiatives
 Space Utilization
 Human Resources
 Technology

Revenues
The College of Lake County receives about 60% of its revenues from local
government (property taxes), 10% from state government (based on ICCB
credit hours generated and corporate personal property taxes), and about 26%
from tuition and fees.
College of Lake County Operating Funds--Sources of Revenue FY 2009
1%
26%
Total Local Government
Total State Government
10%
63%
Total Tuition and Fees
Total Other
State Funding Trends and Implications




Illinois will continue to provide less funding to CLC as a
percentage of its total budget. CLC currently receives about 10
percent of its funding from the state. In FY02, CLC received 18
percent and in 1982, 32 percent. Illinois’ investment in its community
colleges has fallen from $347 million in FY02 to $297 million in FY09.
If this trend continues, CLC may receive less than 5% of its funding
from the state in three years.
CLC chose to not raise tuition and fees for fiscal year 2010 (currently at
$95 per credit hour).
To offset state funding reductions and increased needs, state
assistance to continue to maintain quality programs and balanced
budgets is required or CLC will have to cut costs to provide services
and possibly raise tuition.
Projected Overall Revenue
While overall revenues are projected to increase through FY 2015, the percentage
increases are projected to be smaller than in recent years, ranging from 3% to
4%.
Actual and Projected Revenue--Operating Funds
120000000
100000000
80000000
60000000
40000000
20000000
0
Actual FY Actual FY Actual FY Actual FY
2005
2006
2007
2008
Budget Projected Projected Projected Projected Projected Projected
FY 2009
FY 2010
FY 2011
FY 2012
FY 2013
FY 2014
FY 2015
Series1 64591595 69978968 73504700 78895544 83209730 85708139 88530313 91983482 95861439 99683722 103634411
Expenditures


The largest expenditures for the College include salaries (approximately 60%), benefits
(13%), contractual services (7%), supplies (6%),and utilities (4%).
According to the FY 2010 tentative budget summary (July 28, 2009), all of these
expenditure categories except supplies are projected to increase. The overall increase
in expenditures for FY 2010 is estimated at approximately 6%. If this percentage
increase continues in future years, revenues will have to grow faster than current
projections to keep pace.
.
College of Lake County Operating Funds Expenditures--FY 2009
4%
Salaries
9%
6%
Benefits
7%
Contractual Services
13%
61%
Supplies
Utilities
Other
Facilities



Deferred Maintenance/Capital Renewal costs continue to climb while
funding for infrastructure repair declines. For the past 6 years the State
of Illinois has given the College of Lake County $0 dollars for deferred
maintenance, and the tax cap has stifled our ability to levy taxes for life
safety projects.
Short term, this problem will probably go unnoticed for the next few
years. The majority of things that need repair are hidden from public
view.
If gone unchecked for a number of years, buildings will continue to
decline. Older buildings will reach a state where it will become more
cost effective to demolish the structure than invest in the repairs.
Facilities Maintenance Needs and Costs
(Condition of buildings, Timeframe required for action, and Estimated
cost)
Utility Costs


All utility costs have risen in the last five years but the electricity costs have increased
the most. The largest leap occurred in the last year. In 2008 our price per KWH was
$.067 per KWH. In 2009 the price was $.10 per KWH.
In the long run utility costs are projected to increase due to a number of factors. Market
factors have generally had the effect of increasing costs. In addition, new buildings and
other construction may increase total energy use.
College of Lake County Utility Costs (in Dollars)
$3,500,000.00
$3,000,000.00
$2,500,000.00
ELECTRIC AMOUNT
$2,000,000.00
NATURAL GAS AMOUNT
$1,500,000.00
WATER/SEWER AMOUNT
$1,000,000.00
$500,000.00
$0.00
2005
2006
2007
2008
2009
Utility Usage (in KWH, Therms, and Gallons)
College of Lake County Utility Usage
35,000,000.00
30,000,000.00
25,000,000.00
KHW USE
20,000,000.00
THERMS USE
15,000,000.00
GALLONS WATER
10,000,000.00
5,000,000.00
0.00
2005
2006
2007
2008
2009
Sustainability Efforts



CLC has joined the Illinois Community College Sustainability Network
and is seeking funding for a number of sustainability initiatives.
CLC is reviewing its current sustainability initiatives.
A college sustainability plan will be developed to curb energy usage on
the three campuses.
Space Utilization

Space Utilization studies using classroom data from Fall 2006 and Fall
2008 indicate that utilization of rooms for academic purposes has been
consistent at approximately 34% for the Grayslake campus,
approximately 30% for Lakeshore, and approximately 20% for
Southlake. These percentages have been found for both day and
evening weekday time periods. A general target goal would be
between 60% and 75%.

Educational Affairs has begun an initiative to identify under-utilized
rooms and use space more efficiently. Improvement in utilization rates
will assist in accommodating increases in enrollment, provide support
for funding for new buildings, and maximize energy use by not heating
or cooling unused rooms.
Room Utilization Rates Fall 2008
ROOM UTILIZATION RATES FALL 2008
GRAYSLAKE CAMPUS
Day
34.63%
Evening
35.23%
Weekday Both Time Periods
34.86%
LAKESHORE CAMPUS
Day
31.02%
Evening
31.56%
Weekday Both Time Periods
31.22%
SOUTHLAKE CAMPUS
Day
13.14%
Evening
26.54%
Weekday Both Time Periods
18.17%
Human Resources

Faculty and staff retirements are projected to be approximately 3% per
fiscal year for the next five fiscal years.
Retirements / Eligibility for Retirement -- Actual
FY 2004 to FY 2010 -- Projected FY 2011 to FY
2014
35%
30%
25%
20%
15%
10%
5%
0%
FY
2004
FY
2005
FY
2006
FY
2007
FY
2008
FY
2009
FY
2010
FY
2011
FY
2012
FY
2013
FY
2014
% of Total Em ployees Who Retired or
Are Projected to Retire
3%
4%
2%
3%
5%
2%
3%
3%
2%
3%
3%
% of Total Em ployees Eligible for
Retirem ent
14%
14%
14%
13%
26%
27%
14%
15%
15%
16%
18%
Instructors

The ability of the college to attract and retain
instructors with expertise in new
technologies will be studied as part of the
strategic planning process.
Technology for the Next Three Years
Emerging Trends: 1 Year or Less to Adoption
 Social networks
 User-created content
Emerging Trends: 1-2 Years to Adoption
 Virtual worlds
 Mobile phone content
Emerging Trends: 2-3 Years to Adoption
 Massive multi-player educational games
 Emerging forms of publication and scholarship
| www.sungardhe.com
Emerging Trend: Social Networks & UserCreated Content
--Social Computing for Admissions

Zinch.com provides
a venue for high
school students to
post their resume
and school
admissions officers
to search for
qualified applicants
Emerging Trend: Social Networks & UserCreated Content
•
Podcasting
—
—
•
Blogs
—
—
•
Routine and regular addition of new audio content
Ability to automatically receive new content that you select
through subscription. Download to MP3 player
Web logs = Blogs
Typically text (some multimedia) content
Video + Web logs = Vlogs
—
—
Blogs that feature short videos instead of text
Example: Flagler College
Emerging Trend: Social Networks & User-Created
Content


Cingular Wireless, Sprint Nextel and Verizon Wireless
are starting a service that will allow users to post
messages on Facebook's home pages or search for
other users' phone numbers and email addresses from
a cell phone.
96 percent of students with online access use socialnetworking technologies. (Aug 14, 2007 - National
School Boards Association (NSBA) and Grunwald
Associates LLC)
Emerging Trend: Mobile Content
iTunes University

Leverages the
Apple iTunes Store
platform

Provide content to
constituency groups

Public / private
components
| www.sungardhe.com
Emerging Trend: Mobile
Content
YouTube itself wants to be a venue for academe. In the past few months,
several colleges have signed agreements with the site to set up official
"channels."

University of California at Berkeley

University of Southern California
University of New South Wales, in Australia

Vanderbilt University

To set up an official channel on YouTube, colleges must sign an agreement with the
company, though no money changes hands. That allows the colleges to brand their
section of the site, by including a logo or school colors, and to upload longer videos
than typical users are allowed.
 Berkeley's
first month
| www.sungardhe.com
8 courses drew 1.5 million downloads in the
Emerging Trend: Mobile
Content





1 million hits per month
making content available online for free-lectures notes, readings, tests and
video lectures
Began with the MIT initiative and initially supported by grants
Used in marketing schools
Keeping alumni connected to their institutions
Expanding the reach of institutions world-wide
One Obstacle is cost: MIT estimates $20,000 per
course (video camera operators)
| www.sungardhe.com
Emerging Trend: Individualized Learning: Games

Simulations

Virtual environments

Social and cooperative play
online

Alternative reality games
Source: Education Quarterly (Volume 29 Number 3 2006)
| www.sungardhe.com
Games
The University of North Carolina at Greensboro - Econ 201
 http://web.uncg.edu/dcl/econ201

http://web.uncg.edu/dcl/econ201/trailer.html
| www.sungardhe.com
Emerging Trend: Individualized Learning:
Virtual Worlds
Chemical Plant Example –
The Center for the Advancement of Process Technology (CAPT)

http://capt.com.edu/virtualchemplant/
| www.sungardhe.com
Emerging Trend: Virtual Environments for
Classes

Second Life (www.secondlife.com) provides a familiar virtual environment
for cyberclasses. http://www.youtube.com/v/b72CvvMuD6Q&rel=1
 Can purchase “Land” in Second Life and hold regular classes in this
space.
 Ball State University: English 104
 Harvard Law School: CyberOne: Law in the Court of Public
Opinion
 Sungard Higher Education

Swedish government has opened an
embassy in Second Life modeled on
their new Washington building.
New York Times, Education Life, Jan 7, 2007
| www.sungardhe.com
Emerging Trend: Mobile Phones
- A pocket-sized connection to the digital world

Mobile phones provide the platform to deliver a wide range of services including:

Photos and printing

GPS location services

Movies and TV

Educational Content

Context Aware

Augmented Reality
| www.sungardhe.com
Next Steps for Environmental
Scan
Draft
Environmental
Scan
08.31.09
Enrollment
Management
Commission:
Present report
(Fall meeting)
Final
Environmental
Scan (3rd wk
of Sept.)
Brown Bag
Discussions
(1st half of
Sept.)
Strategic
Planning:
SWOT
Analysis
(4th Wk of
Sept.-Oct)