Enrollment Management Committee Notes

February 25 , 2004
1:00 3:00 pm
Miller Center B-17

Members: Pat Krueger , Kathryn Kelly, Frank Loncorich, Annette Day, Lisa Foss, John Burgeson, Diane Schellinger, Shahzad Ahmad, Guihua Li, Debbie Tamte-Horan, Mahmoud Saffari, Cory Lawrence, Suellen Rundquist, Richard Sundheim, Rod Dobey, Sandra Johnson, Dave Robinson, Robert Johnson, Steve Klepetar, David Boyer, Theresia Fisher and Jane Spaude.

*Bold are members in attendance

Approval of January 28, 2004 notes – Kathryn Kelly made motion to approve, Steve Klepetar seconded.

Rod Dobey suggested having notes on web. It will happen once the notes are approved; they will be put on web.

MnSCU Retention and Graduation Rates – Thank you to Guihua for the data. The data is coming from MnSCU not from individual colleges so they are comparing applies to apples. They use the data from ISRS system.

4yr-5yr-6yr graduation rates for the 1996 first time, full time degree seeking student cohorts. Mankato and Winona State stand out in the 4yr graduation rate. Pat Krueger to find out entrance requirements for colleges – Bemidji, Mankato, Moorhead, Southwest State, Winona.

District 742 – Enrollment projections show an enrollment decline for fall 2004.

Retention – 3 areas of focus

Academic Planning

  • Course availability
    Full-year schedules for new entering students, especially NEF.
    Make certain that students have access to English 191 early in their academic careers to improve their chances for success in the many courses that require some kind of writing.
  • Action:
    The Academic Affairs council is currently working on this matter for the academic year 2004-05.

Student Support

  • Create an “early warning system” for students experiencing academic difficulty
    Organize and improve “tutoring services”
  • Action:
    The EMC has begun working on this issue. We’re planning to have a system in place hopefully by fall 2004.

Student Responsibility

  • Present students with a clear set of expectations about college level academic work, including the need to attend class regularly, the number of hours they should study per class hour, etc.
    Make a clear connection for students between academic success and attainment of career goals.
    Let students know that while the Advising Center and/or their faculty advisor will gladly help them, they are ultimately responsible for knowing the requirements for general education, major/minor. Teach them to use the bulletin and online sources to access this information; train them to visit major/minor departments early and often to keep abreast of requirements.
  • Action:
    Mahmoud indicated that with the modified new student/parent orientation for summer 2004 these issues will be discussed at orientation.

Recruitment – Top 3 areas of focus

Increase scholarship opportunities to make SCSU reasonably competitive in attracting targeted students

  • Students of Color
  • Academically talented
  • Honors

Identify & recommend consideration of programs that will make SCSU more competitive

  • Academic programs
  • Study program (Honors, study abroad, cohort groups, etc.)

Work to make faculty/staff more connected to recruitment process

  • Build ownership
  • Educate regarding role in yield generation

Marketing – Top 3 areas of focus


  • Who?

Student Perception Surveys

  1. First Year Student Opinion Survey (in-house) Fall semester ‘04
    1. Implementation date: first week of March ‘04
      Small sample of 100 students with 100% participation. Asking the RA’s to administer the survey during a floor meeting. Why only residential hall students? Because 75% of NEF reside in residential halls. Change the name to a freshmen residential hall survey.
  2. Academic Advising (in-house) once every two years
    1. Implementation date: January ‘05?
      Mahmoud shared the survey that he did at his last twoinstitutions
      On line surveys are the best whenever possible.
      By March 5 th any suggestions regarding Academic Advising survey, please send to Jane if nothing is received we will assume that everything is OK.
  3. Graduating Senior Survey (in-house) once every two years
    1. Implementation date: Possible May graduating Class of ‘04
      How and when do we approach these students? Contact Kate Steffens in College of Education regarding the survey they do because of accreditation. Also with Career Services and Lisa Foss.
  4. Student Satisfaction Inventory (ACT or SSI-national)
    1. Implementation Date: Spring 2005

Early Warning System – Implementation Date: Possibly Fall 2004

The committee broke down into 3 groups.

Guihua Li, Theresia Fisher, Steve Klepetar, Rod Dobey and Suellen Rundquist – recorder.

  1. Look at what they have in the Athletic Dept.
  2. Look at what they have in Multicultural Student Services
  3. Implement mid-term grades for first year students.
  4. So if a student is in trouble, what do we do? Where are they referred? Tutoring services? What offices?
  5. Official statement from University “It is our expectation that all students attend class.”
  6. Mid-term warning. At mid-term only students who are NOT performing at “C” level get a report.

Diane Schellinger, Richard Sundheim, Lisa Foss, David Boyer, Frank Loncorich and Pat Krueger – recorder.

  1. What are we looking for to set off the warning? How to ID?
  2. What will we do about it? What kind of intervention?

    DGS Model
  3. Looking for students in academic trouble
    1. Send “D” slips (mid-term – earlier, 5 th week) with offer of assistance. List support services
    2. Individual faculty intervention
    3. Academic problems usually are symptoms of other kinds of possible issues
  4. Financial problems
    1. Through Financial Aid – maybe expanded
  5. Top students who leave – Why? Need to find out.

Kathryn Kelly, John Burgeson, Debbie Tamte-Horan, David Robinson, Sandra Johnson – recorder.

  1. Notify – student – advisor – offer support
  2. Could it be electronic?
  3. Web-based grades submitted by faculty
    1. “N’ for missing classes
    2. “F” for failing
  4. E-mail notification with suggestions for improvement and support
    1. Does e-mail have to be our official communication?
      1. To student
      2. To student’s advisor
  5. Difference for students at different levels
    1. Mainly first year?
    2. 100 level classes?
    3. Colleges should identify courses where warnings should be sent
  6. Incentive for faculty?
    1. They are concerned, caring people so they want to help students succeed.