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3/11/15
1
Crea%ng a Strategic Enrollment Management Plan:
University of Michigan Flint
March 12, 2015
UM Flint SEM Planning Workshop 3/2015 2
Workshop Overview 1. SeFng the context for enrollment planning at UM Flint
2. What is SEM and what is a SEM plan?
3. The enrollment environment
4. Projec%ng enrollment to 2020
5. Student behavior trends
6. Team roles and %me lines
7. Next steps
SeFng the Context for Enrollment Planning at UM Flint
Chancellor Borrego
3/11/15
2
What is SEM planning and why is it important?
Tom Green, Ph.D.
Associate Execu%ve Director, Consul%ng and SEM
AACRAO
UM Flint SEM Planning Workshop 3/2015 5
A brief history of Strategic Enrollment Management (SEM)
1. Earliest wriZen references are in 1972 by Maguire and Campanella from Boston College to “enrollment management”.
2. Adopted by admissions and marke%ng professionals in the mid-‐1980’s in response to “baby bust” demographic shias: – Large infrastructure development from 1960’s to 1980’s to
accommodate “massifica%on” and “baby boom”. – Sharp declines in 18-‐year-‐old popula%on. – Most popular among private colleges and universi%es.
3. Early versions featured enhanced marke%ng and financial discoun%ng methods.
UM Flint SEM Planning Workshop 3/2015 6
A brief history of Strategic Enrollment Management (SEM)
4. 1990: – Hossler and Bean publish “Strategic Management of College
Enrollments”. – AACRAO forms first SEM conference.
5. 1990’s: – Expansion of tui%on discoun%ng prac%ces among privates. – Enrollment management divisions start to form. – Emphasis on reten%on starts to emerge.
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UM Flint SEM Planning Workshop 3/2015 7
A brief history of Strategic Enrollment Management (SEM)
6. Early 2000’s: – Public universi%es become engaged in SEM. – Tui%on discoun%ng expands to public sector.
7. Mid-‐2000’s: – Community colleges become engaged in SEM. – Disrup%on to marke%ng and communica%on methods by Internet:
• New techniques and concepts begin to emerge.
8. 2010’s: – SEM spreads worldwide. – Informa%on-‐age marke%ng and communica%on becomes robust.
UM Flint SEM Planning Workshop 3/2015 8
What is Strategic Enrolment Management (SEM)?
Enrollment management is an organiza%onal concept and a systema%c set of ac%vi%es designed to enable educa%onal ins%tu%ons to exert more influence over their student enrollments.
Hossler, 1990
UM Flint SEM Planning Workshop 3/2015 9
What is Strategic Enrolment Management (SEM)?
Strategic enrolment management is a concept and process that enables the fulfillment of ins%tu%onal mission and students’ educa%onal goals.
Bontrager, circa 2004
3/11/15
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UM Flint SEM Planning Workshop 3/2015 10
What is Strategic Enrolment Management (SEM)?
SEM is an organiza%onal mindset that is focused on internal student success and experiences and the external environment as a means to more effec%vely relate its ins%tu%onal mission and values to its key stakeholders and audiences.
Green, 2014
UM Flint SEM Planning Workshop 3/2015 11
SEM planning is . . .
1. Future and long-‐term focused: – Knowing what we want five to ten years from now, not just for next
year’s budget.
2. Data-‐informed: – We seek evidence to support our goals and claims.
3. Challenging: – Focusing the ins%tu%on’s resources on a few highly important items
requires narrowing down choices and agreeing that not everyone’s ideas will make it into the plan.
UM Flint SEM Planning Workshop 3/2015 12
SEM planning is not . . .
1. Fixing opera%onal issues: – Those are inherently not strategic and the SEM plan should not be
used as a cover to address management concerns or problems.
2. Silver bullets or even silver buckshot: – There are strong prac%ces and good models but no quick fixes or
single solu%ons.
3. Isolated to one office or area: – To become a strong SEM organiza%on, the campus has to link arms
and build an infrastructure that is both formal and informal in nature.
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UM Flint SEM Planning Workshop 3/2015 13
Why is SEM important today?
1. Accountability for our ac%ons in higher educa%on is greater than ever: – Performance-‐based funding. – Demands for outcomes as prices rise. – Rankings and ra%ngs.
2. We must be as effec%ve and efficient as possible with limited resources: – Public funding levels may never return to those seen in the past. – Technology changes rapidly and presents opportuni%es but also
challenges and expecta%ons. – Inefficient prac%ces ul%mately pass on costs to students, making it
harder for them to access and complete degree programs.
UM Flint SEM Planning Workshop 3/2015 14
Why is SEM important today?
3. Student success is the right thing to do: – While students must take responsibility for their own educa%on, we
must help them have every reasonable chance to do so. – We can no longer associate lack of academic achievement with lack of
will.
4. We have expanded access to an increasing popula%on of low-‐income, first-‐genera%on students: – Helping them navigate higher educa%on and make the leap from
secondary educa%on expecta%ons to higher educa%on expecta%ons takes more effort than for those who have had more resources prior to entering higher educa%on.
UM Flint SEM Planning Workshop 3/2015 15
SEM Planning Framework
Tactics
Strategies
Enrollment Infrastructure
Strategic Enrollment Goals
Data Collection and Analysis
Key Enrollment Indicators
Institutional Strategic Plan
Sustainable Enrollment Outcomes
Bontrager/Green
3/11/15
6
UM Flint SEM Planning Workshop 3/2015 16
SEM Planning Framework
Tactics
Strategies
Enrollment Infrastructure
Strategic Enrollment Goals
Data Collection and Analysis
Key Enrollment Indicators
Institutional Strategic Plan
Ø Clarity of institutional mission, vision, goals
Ø Core competencies
Ø Strategic direction
Ø Aggregate enrollment goals
Sustainable Enrollment Outcomes
UM Flint SEM Planning Workshop 3/2015 17
SEM Planning Framework
Tactics
Strategies
Enrollment Infrastructure
Strategic Enrollment Goals
Data Collection and Analysis
Key Enrollment Indicators
Institutional Strategic Plan
Ø Student categories: first year, transfer, dual enrollment, voc/tech, continuing ed, face-to-face/online, certificate, etc.
Ø Desired student groups: racial/ethnic diversity, academic ability, 1st gen
Ø Geographic origin: local, regional,
Ø Recruitment, retention, completion
Ø Institutional capacity
Sustainable Enrollment Outcomes
UM Flint SEM Planning Workshop 3/2015 18
SEM Planning Framework
Tactics
Strategies
Enrollment Infrastructure
Strategic Enrollment Goals
Data Collection and Analysis
Key Enrollment Indicators
Institutional Strategic Plan
Ø Internal benchmarks: KEI numbers over the past 3-5 years
Ø Environmental scan − Demographics − Economics − Market opportunities − Competition
Ø Institutional research plan: designated reports and production schedule
Sustainable Enrollment Outcomes
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UM Flint SEM Planning Workshop 3/2015 19
SEM Planning Framework
Tactics
Strategies
Enrollment Infrastructure
Strategic Enrollment Goals
Data Collection and Analysis
Key Enrollment Indicators
Institutional Strategic Plan
Ø 5-10 year KEI targets
Ø Focus: the institution’s desired future
Ø Based on: mission, data, and environmental scanning
Sustainable Enrollment Outcomes
UM Flint SEM Planning Workshop 3/2015 20
SEM Planning Framework
Tactics
Strategies
Enrollment Infrastructure
Strategic Enrollment Goals
Data Collection and Analysis
Key Enrollment Indicators
Institutional Strategic Plan
Ø Staffing: skill sets, strategic deployment
Ø Systems: policies, procedures, technology
Ø Capacity for making effective enrollment decisions : positions, reporting lines, committees
Sustainable Enrollment Outcomes
UM Flint SEM Planning Workshop 3/2015 21
SEM Planning Framework
Tactics
Strategies
Enrollment Infrastructure
Strategic enrollment Goals
Data Collection and Analysis
Key Enrollment Indicators
Institutional Strategic Plan
Ø Increase new students of specified types
Ø Increase retention rates, specifically by student types
Ø Utilize emerging technologies
Ø Financial aid/scholarships
Ø Academic programs: mix and delivery systems
Sustainable Enrollment Outcomes
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UM Flint SEM Planning Workshop 3/2015 22
SEM Planning Framework
Tactics
Strategies
Enrollment Infrastructure
Strategic Enrollment Goals
Data Collection and Analysis
Key Enrollment Indicators
Institutional Strategic Plan
Ø Marketing/branding initiatives
Ø Academic program review
Ø Multilingual recruitment materials
Ø Targeted interventions for students in high risk courses
Ø Enhanced academic advising
Ø Streamlined admission procedures
Ø Purchase a new CRM system
Sustainable Enrollment Outcomes
UM Flint SEM Planning Workshop 3/2015 23
SEM Planning Framework
Tactics
Strategies
Enrollment Infrastructure
Strategic Enrollment Goals
Data Collection and Analysis
Key Enrollment Indicators
Institutional Strategic Plan
Ø Consistently meeting goals over the long term
− Enabling more effective campus-wide planning − Revisions to the
institutional strategic plan − Academic planning:
curriculum, faculty needs − Facility planning − Financial planning
Ø Achieving the institution’s desired future
Sustainable Enrollment Outcomes
UM Flint SEM Planning Workshop 3/2015 24
SEM Process Framework
New
or revised
goa
ls
Data gathering and assessment: Internal culture/ environment, student enrollment
behaviors and scan of external environment
Process steps Performed by
Smaller group of staff and faculty adept at economics and data use
Use data results to establish focused goals each for recruitment, reten%on, service, etc., and enrollment projec%on models
Goals recommended by SEM Recruitment and Reten%on Councils; models developed
by Data Team
Approve strategic goals and enrollment projec%on models
Execu%ve Team SEM Steering CommiZee
Develop ac;on steps, accountability, and metrics SEM councils and sub-‐commiZees
Implement ac%on steps Appropriate staff and faculty departments
Monitor progress, Report results to campus and execu%ve leadership
SEM Steering CommiZee Chief Enrollment Officer
Addi;onal requests, clarifying
ques;ons Changes to goals
Mid-‐course
adjustments
Align ins;tu;onal strategic plan with broad enrollment targets and desired mix of students
Execu%ve Team SEM Steering CommiZee
Green/Bontrager
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UM Flint SEM Planning Workshop 3/2015 25
SEM Organizational Framework
SEM Steering Committee Long-term enrollment goals, securing the approval of strategies through appropriate
institutional channels, communication with Executive Team
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
Data Team Environment scanning, student enrollment behavior research,
enrollment models, provide data to councils as needed
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
Executive Team Institutional strategic plan, approval and champions of strategic enrollment goals and initiatives
Green/Bontrager
UM Flint’s Enrollment Environment
UM Flint Data Team
Enrollment Projec%on Models
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UM Flint SEM Planning Workshop 3/2015 28
Enrollment projec%on models 1. Built to test assump%ons about changes in enrollment trends.
2. Based upon historical enrollment data and paZerns.
3. Es%mated new students for fall 2015 used across the models as a base level: – 675 FTIAC – 667 transfers – 675 “other” – DEEP, non-‐degree undergraduates – 400 domes%c graduate students – 40 interna%onal FTIAC – 19 interna%onal transfers – 35 interna%onal “other” – 100 interna%onal graduate students
UM Flint SEM Planning Workshop 3/2015 29
Enrollment projec%on models
4. Assump%ons drive models: – Choosing the best reten%on/progression rates are cri%cal. – These assump%ons rely upon informed choices by people who
understand nuances within enrollment paZerns at the University.
5. The data team spent extensive %me reviewing the past enrollment paZerns to develop a model that they believe best represents the enrollment paZerns from fall 2008 – winter 2015.
UM Flint SEM Planning Workshop 3/2015 30
Three models to consider
1. Status quo: – Requires extensive work to recruit students, just to stay even against
declining demographic trends. – Assumes historical trends in reten%on con%nue but are stable across
years.
2. How many new FTIAC’s does it take to make 10,000 students by 2020?
3. What happens if FTIAC reten%on improves to median Michigan public benchmarks? – Stepwise improvement from 71% to 76%.
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UM Flint SEM Planning Workshop 3/2015 31
Enrollment projec%on model 1 – status quo
8717
9030
9240
9380 9474
9537
8200
8400
8600
8800
9000
9200
9400
9600
Fall 2015 Fall 2016 Fall 2017 Fall 2018 Fall 2019 Fall 2020
Total Enrollment
Requires 675 FTIAC, 667, TR, 675 Other/DEEP, 400 GR, 190 Int’l NEW every fall term
UM Flint SEM Planning Workshop 3/2015 32
Enrollment projec%on model 2 – enough FTIAC to reach 10,000
Requires 800 FTIAC, 667, TR, 675 Other/DEEP, 400 GR, 190 Int’l NEW every fall term
8842
9304
9611
9808 9937
10019
8200
8400
8600
8800
9000
9200
9400
9600
9800
10000
10200
Fall 2015 Fall 2016 Fall 2017 Fall 2018 Fall 2019 Fall 2020
Total Enrollment
UM Flint SEM Planning Workshop 3/2015 33
Enrollment projec%on model 3 – FTIAC reten%on to MI public median (76%)
Requires 675 FTIAC, 667, TR, 675 Other/DEEP, 400 GR, 190 Int’l NEW every fall term; FTIAC retention moved from 71.2 % to 76% by fall 2020
8717
9036
9259 9417
9532 9605
8200
8400
8600
8800
9000
9200
9400
9600
9800
Fall 2015 Fall 2016 Fall 2017 Fall 2018 Fall 2019 Fall 2020
Total Enrollment
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UM Flint Student Enrollment Behaviors
Teresa Farnum & Associates, Inc.
Tom Green, AACRAO
UM Flint SEM Planning Workshop 3/2015 35
UM Flint Historical Reten%on Rates -‐ FTIAC
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013
aaer 1st year 73.52% 71.79% 69.38% 74.29% 76.37% 70.33% 70.81% 71.55% 72.93% 72.17% 70.01% 74.00% 79.90% 71.90%
aaer 2nd year 58.01% 57.14% 53.75% 63.57% 61.60% 57.37% 56.52% 59.93% 53.19% 57.20% 56.81% 61.90% 65.93%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90% Full Time First Time Cohort Reten;on
Average rate = 72%
Source: UM Flint Institutional Assessment, Fawn Skarsten
UM Flint SEM Planning Workshop 3/2015 36
Roughly 40-‐50% of all freshmen are gone aaer two years
Domestic FTIAC
Start Term Starting count
Retained to second fall
% retained
Retained to third fall
% retained
Fall 2008 897 642 71.6% 451 50.3%
Fall 2009 761 530 69.6% 414 54.4%
Fall 2010 667 448 67.2% 394 59.1%
Fall 2011 567 404 71.3% 337 59.4%
Fall 2012 533 418 78.4% 332 62.3%
Fall 2013 639 440 68.9% ?? ?? Source: Historical UM Flint data files (not tied to official IPEDS totals)
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UM Flint SEM Planning Workshop 3/2015 37
Reten%on by admission type -‐ FTIAC
2008 2009 2010 2011 2012 2013 Challenge/Probation 62.3% 62.6% 54.7% 54.3% 70.3% 62.4% Standard 74.9% 73.7% 70.8% 75.4% 81.0% 72.8%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
First Fall to Second Fall Retention by Admission Type
Challenge/Probation
Standard
UM Flint SEM Planning Workshop 3/2015 38
Reten%on by distance from UM Flint campus
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
2008 2009 2010 2011 2012 2013
Commutable
Non Commutable
UM Flint SEM Planning Workshop 3/2015 39
Reten%on by ethnicity -‐ FTIAC
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UM Flint SEM Planning Workshop 3/2015 40
Reten%on by ethnicity -‐ FTIAC
0.0%
20.0%
40.0%
60.0%
80.0%
100.0%
120.0%
White Black or African American
Hispanic or Latino
Two or more races
Nonresident Alien Unknown Asian American Indian or Alaska Native
Fall to Fall Retention by Ethnicity
2008
2009
2010
2011
2012
UM Flint SEM Planning Workshop 3/2015 41
Reten%on by EFC
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
Large Medium Low No-D No-I Total
Y10-11
Y11-12
Y12-13
Y13-14
UM Flint SEM Planning Workshop 3/2015 42
Where do students go when they leave?
1. Na%onal Student Clearinghouse provides data on students who aZend other ins%tu%ons who report enrollment through them: – This is their Student Tracker service. – Using this, we can see where students may enroll if they leave UM
Flint.
2. Some students may not appear on the report: – It contains about 94% of all enrollment in the United States but not
all. – Students who leave for military service or work will not appear. – Students who change names or have mismatched data. – Overall, it matches most students.
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UM Flint SEM Planning Workshop 3/2015 43
Top choices for next ins%tu%on aaer UM Flint – all students 1. MoZ Community College
2. Baker College – Flint
3. Oakland Community College
4. UM – Ann Arbor
5. Lansing Community College
6. Michigan State University
7. Central Michigan University
8. Oakland University
9. Davenport University
10. University of Phoenix
11. Delta College
12. Saginaw Valley State University
13. St. Clair Community College
14. Eastern Michigan
UM Flint SEM Planning Workshop 3/2015 44
Top choices for next ins%tu%on aaer UM Flint – 3.0 or higher earned GPA
1. MoZ Community College
2. UM – Ann Arbor
3. Michigan State University
4. Baker College – Flint
5. Oakland University
6. Oakland Community College
7. Lansing Community College
8. Central Michigan University
9. Grand Valley State University
10. Ferris State University
UM Flint SEM Planning Workshop 3/2015 45
FTIAC and Transfer reten%on compared
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
2008-09 2009-10 2010-11 2011-12 2012-13 2013-14
Full-‐‑Time Transfers and Freshmen Fall to Fall Retention
Transfers
Freshmen
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UM Flint SEM Planning Workshop 3/2015 46
Term to term reten%on -‐ transfers
UM Flint SEM Planning Workshop 3/2015 47
Benchmarking FTIAC reten%on – Educa%on Trust algorithm
UM Flint SEM Planning Workshop 3/2015 48
Benchmarking FTIAC reten%on – MI publics
Source: Education Trust, college results online, 3/2015
3/11/15
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UM Flint SEM Planning Workshop 3/2015 49
Student sa%sfac%on
1. UM Flint administers the Noel-‐Levitz Student Sa%sfac%on Inventory: – Measures the importance of issues to students. – Measures the level of sa%sfac%on with those issues. – The “gap” between importance and performance implies areas where
improvements can be made. – On standard ques%ons, allows comparison of those issues against
other ins%tu%ons to “norm” the responses.
2. In most areas, UM Flint performs well: – Students are generally more sa%sfied with academics and services
than students at other ins%tu%ons.
UM Flint SEM Planning Workshop 3/2015 50
Student sa%sfac%on
3. The instrument allows for “local” ques%ons that are not answered by students at other ins%tu%ons.
4. Two local ques%ons revealed areas where the gaps between importance (high) and performance (low) imply areas for improvement: – Classes I need to complete my degree program are available. – Course scheduling problems have interfered with my ability to
complete degree requirements and graduate in a %mely manner.
SEM Planning Team Roles
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UM Flint SEM Planning Workshop 3/2015 52
SEM Organizational Framework
SEM Steering Committee Long-term enrollment goals, securing the approval of strategies through appropriate
institutional channels, communication with Executive Team
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
Data Team Environment scanning, student enrollment behavior research,
enrollment models, provide data to councils as needed
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
Executive Team Institutional strategic plan, approval and champions of strategic enrollment goals and initiatives
Green/Bontrager
UM Flint SEM Planning Workshop 3/2015 53
SEM Process Framework
New
or revised
goa
ls
Data gathering and assessment: Internal culture/ environment, student enrollment
behaviors and scan of external environment
Process steps Performed by
Smaller group of staff and faculty adept at economics and data use
Use data results to establish focused goals each for recruitment, reten%on, service, etc., and enrollment projec%on models
Goals recommended by SEM Recruitment and Reten%on Councils; models developed
by Data Team
Approve strategic goals and enrollment projec%on models
Execu%ve Team SEM Steering CommiZee
Develop ac;on steps, accountability, and metrics SEM councils and sub-‐commiZees
Implement ac%on steps Appropriate staff and faculty departments
Monitor progress, Report results to campus and execu%ve leadership
SEM Steering CommiZee Chief Enrollment Officer
Addi;onal requests, clarifying
ques;ons Changes to goals
Mid-‐course
adjustments
Align ins;tu;onal strategic plan with broad enrollment targets and desired mix of students
Execu%ve Team SEM Steering CommiZee
Green/Bontrager
UM Flint SEM Planning Workshop 3/2015 54
The role of the steering commiZee
1. Link SEM planning to ins%tu%onal strategic planning.
2. Link SEM ini%a%ves to ins%tu%onal budget planning.
3. Assure that the planning process stays on schedule.
4. Receive, review and approve goals, strategies and tac%cal work plans from the recruitment and reten%on teams.
5. Assure communica%on across planning teams to avoid duplica%on of efforts and increase synergy from ini%a%ves.
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UM Flint SEM Planning Workshop 3/2015 55
The role of the recruitment council
1. Recommend enrollment goals, strategies and tac%cal work plans to the Steering CommiZee for their considera%on, feedback and approval.
2. Iden%fy the three to four goals that provide the best possible chance of UM Flint enrolling its op%mal mix of students: – Quan%ty. – Quality. – Diversity. – Program balance.
3. Create strategies and tac%cal work plans that support the enrollment goals and create accountability for implementa%on.
UM Flint SEM Planning Workshop 3/2015 56
The role of the reten%on council
1. Recommend enrollment goals, strategies and tac%cal work plans to the Steering CommiZee for their considera%on, feedback and approval.
2. Iden%fy the three to four goals that provide the best possible chance that UM Flint will maximize student success: – Goals that impact the largest number of students. – Goals that have the greatest likelihood of improving student success.
3. Create strategies and tac%cal work plans that support the enrollment goals and create accountability for implementa%on.
UM Flint SEM Planning Workshop 3/2015 57
The role of the data team
1. Provide the research to inform decision making in the enrollment planning process: – External environmental scanning. – Internal student behavior research.
2. Create enrollment models that es%mate the impact of changes in recruitment and reten%on to achieve op%mal enrollment levels.
3. Assure that goals, strategies and tac%cal work plans include measurable outcomes.
4. Assure that data reports exist to track and measure expected enrollment outcomes.
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UM Flint SEM Planning Workshop 3/2015 58
SEM Planning Time Line for UM Flint
1. September 2014: – SEM Readiness Evalua%on
2. December 2014: – Discovery, data collec%on and environmental scan begin
3. January – February 2015: – Data collec%on, modeling and environmental scan developed
4. March 2015: – Reten%on data summit, SEM planning teams developed and charged
UM Flint SEM Planning Workshop 3/2015 59
SEM Planning Time Line for UM Flint
5. April 2015: – Addi%onal reflec%on and discussion of data and informa%on – SEM goals developed
6. May – June 2015: – SEM tac%cs and strategies development
7. July 2015: – SEM Plan finalized
8. August 2015: – SEM Plan presented to UM Flint community. – Implementa%on of plan commences.
UM Flint SEM Planning Workshop 3/2015 60
Next steps
1. Review the slides from today and the Farnum reten%on report.
2. Be prepared at the April 21 mee%ng to discuss what the data and informa%on may appear to imply for strategic enrollment goals.
3. Following the April 21 mee%ng, meet about every two weeks to complete the next phase of the planning process.
3/11/15
21
Q&A
Thank you!