FACT BOOK 2015
IHCC 2015 Fact Book Page i
Strategic Framework for Minnesota State Colleges and Universities Minnesota State Colleges and Universities (MnSCU) play an essential role in growing Minnesota’s economy
and opening the doors of educational opportunity to all Minnesotans. To that end, we will:
1. Ensure access to an extraordinary education for all Minnesotans.
2. Be the partner of choice to meet Minnesota’s workforce and community needs.
3. Deliver to students, employers, communities, and taxpayers the highest value/most affordable
option.
Inver Hills Community College (IHCC) Mission, Vision and Values
Our Mission Dedicated to the power and promise of education, we inspire students, build careers, and strengthen
communities.
Our Vision We will be an innovator in education, creating a vigorous intellectual environment for emerging leaders,
scholars, and professionals. Providing an affordable gateway into the Minnesota State Colleges and
Universities System, we will enrich individual lives and support our diverse communities, locally and globally.
Our Values At Inver Hills Community College, we value:
Student success and excellence in education
Integrity, reflection, and innovation
Caring responsibly for our environmental, human, and financial resources
Our diverse community
Relationships with our partners and stakeholders
About the Fact Book The Inver Hills Community College Fact Book aims to serve as a reference tool to provide general information
about the college for use in planning, assessment, writing grant proposals, preparing reports, and other
projects. Data will be updated regularly as it becomes available throughout the year in the online version.
Data is shown by fiscal year (July 1 – June 30) unless otherwise noted.
Every effort is made to ensure that data are accurate, yet data used here may differ slightly from other
college and system reports due to the use of different sources, the reporting time period for which the data
was reported, dates on which a report was generated, or use of different data definitions.
Minnesota State Colleges and Universities provides Enrollment and Student Reporting Standards and they
are followed where noted beginning with fiscal year (FY) 2012. As of FY 2011, MnSCU management reports
IHCC 2015 Fact Book Page ii
are used when available and appropriate. This will be noted as a source change below each table, and may
result in some changes in trend lines as the data may appear to be changing more than it actually is.
Explanation of Sources: Below each table, a source will be listed describing where the data in the table originated. The following
sources will be most frequently used:
Operational Data – This is data that is obtained from REPL, our Oracle database. It was obtained by
querying one or more tables. Tables will be listed where possible.
MnSCU Management Reports – These are created by MnSCU and are available in both public and
private versions (password required).
EPM 11 – This indicates that data was obtained using a query created by MnSCU which can be
customized by the user to provide institutional-level data.
Enrollment Analytic Tool – This is created by MnSCU to allow enrollment data to be “cut” according
to specified variables.
Accountability Framework – Maintained by MnSCU.
IPEDS Feedback Reports – IPEDS data is collected, compiled and reported by MnSCU on a rolling
calendar to the Federal Government, who compiles our data along with that of institutions across the
country.
Explanation of Terms: There is a glossary at the end of this document explaining the terms used that are unique to this kind of data
reporting.
IHCC 2015 Fact Book Page iii
Table of Contents Strategic Framework for Minnesota State Colleges and Universities ....................................................................i
Inver Hills Community College (IHCC) Mission, Vision and Values .........................................................................i
Our Mission ........................................................................................................................................................ i
Our Vision .......................................................................................................................................................... i
Our Values .......................................................................................................................................................... i
About the Fact Book ...............................................................................................................................................i
Explanation of Sources: .................................................................................................................................... ii
Explanation of Terms: ....................................................................................................................................... ii
IHCC Quick Facts – Fall 2015 ................................................................................................................................. 1
Enrollment Trends ................................................................................................................................................ 2
For-Credit Enrollment by Academic Year: Headcount .................................................................................. 2
Credit Enrollment by Fiscal Year: Headcount and FYE .................................................................................. 2
Noncredit Enrollment by Fiscal Year ............................................................................................................. 3
Credit Enrollment by Semester ..................................................................................................................... 3
Enrollment by Level – College Level and Developmental Courses ............................................................... 5
Course Offerings and Enrollment by Media Type ............................................................................................. 7
Number of Sections Offered and Seats Sold by Media Type ........................................................................ 7
Seats Sold and Sections Offered by Course Media Type .............................................................................. 9
FYE by Media Code ..................................................................................................................................... 12
Enrollment in Online and Hybrid Courses by Semester .............................................................................. 13
Prior Learning Assessment (PLA) ................................................................................................................ 13
Students by Major ........................................................................................................................................... 14
Student Profile – Credit Students ................................................................................................................... 16
New and Continuing Students .................................................................................................................... 16
Full-Time and Part-Time Status – Trends across Time ................................................................................ 17
Gender ........................................................................................................................................................ 17
Race/ethnicity ............................................................................................................................................. 18
Age .............................................................................................................................................................. 20
Disability Status ........................................................................................................................................... 22
Veterans ...................................................................................................................................................... 23
Low Income Status/Pell Eligibility ............................................................................................................... 24
First Generation Status ............................................................................................................................... 25
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Underrepresented Status ........................................................................................................................... 26
Average Credit Load by Semester ............................................................................................................... 27
Admission Status ......................................................................................................................................... 29
Student Residence ...................................................................................................................................... 30
Top Feeder High Schools ............................................................................................................................. 31
Student Engagement and Satisfaction ................................................................................................................ 33
Community College Survey of Student Engagement ...................................................................................... 33
Student Outcomes .............................................................................................................................................. 34
Average Retention, Transfer, Graduation, and Success Rates ....................................................................... 34
Retention, Transfer, and Graduation – MnSCU Accountability Dashboard ................................................... 35
Changes over Time – Status at Third Spring ............................................................................................... 35
Second Fall Persistence and Completion Rates – MnSCU Accountability Dashboard ................................ 35
IPEDS Graduation and Transfer-out Rates ...................................................................................................... 38
Awards Granted .............................................................................................................................................. 39
Glossary ............................................................................................................................................................... 42
Useful Links to Data Sources ............................................................................................................................... 45
IHCC 2015 Fact Book Page v
Index of Tables Table 1 Credit Enrollment by Semester ................................................................................................................ 4
Table 2 Number of Course Sections by Media Type and Semester .................................................................... 10
Table 3 Seats Sold Traditional (Face-to-Face) ..................................................................................................... 11
Table 4 Seats Sold Online .................................................................................................................................... 11
Table 5 Seats Sold Blended/hybrid ..................................................................................................................... 12
Table 6 Enrollment in Online and Hybrid Courses .............................................................................................. 13
Table 7 Majors by Fiscal Year .............................................................................................................................. 15
Table 8 Number of Students by Gender ............................................................................................................. 18
Table 9 Number of Students of Color, White Students, and Students with Unknown Race/Ethnicity .............. 19
Table 10 Number of Students by Race/Ethnicity ................................................................................................ 20
Table 11 Percentage of Traditional and Non-traditional Students ..................................................................... 20
Table 12 Number of Traditional and Non-traditional Students .......................................................................... 21
Table 13 Percentage of Students by Age Range ................................................................................................. 21
Table 14 Number of Students by Age Range ...................................................................................................... 22
Table 15 Enrollment by known Pell Eligibility ..................................................................................................... 25
Table 16 First Generation Status by Federal Definition: Neither Parent Has a Bachelor’s Degree (FY) ............. 26
Table 17 First Generation Status by MN Definition: Neither Parent Attended any College (FY) ....................... 26
Table 18 Underrepresented Students ................................................................................................................ 27
Table 19 Enrollment by Admission Status .......................................................................................................... 29
Table 20 Average Credit Load by Admission Status ............................................................................................ 30
Table 21 Enrollment by City of Student Residence ............................................................................................. 30
Table 22 New First-time Students – Top Feeder High Schools ........................................................................... 31
Table 23 Other New, First-Time Student Sources ............................................................................................... 32
Table 24 New PSEO Students – Top Feeder High Schools .................................................................................. 32
Table 25 PSEO Enrolled Home School Students ................................................................................................. 33
Table 26 New Full-time Regular and Transfer Students ..................................................................................... 35
Table 27 Underrepresented Students: Second Fall Persistence and Completion for First-time Students ......... 36
Table 28 Students of Color Persistence and Completion IHCC vs. MnSCU ......................................................... 37
Table 29 Awards Granted by Type of Degree or Certificate ............................................................................... 39
Table 30 Associate Degrees Granted by Program .............................................................................................. 39
Table 31 Certificates Granted by Program ......................................................................................................... 40
IHCC 2015 Fact Book Page vi
Index of Figures Figure 1 For-Credit Enrollment by AY: Headcount ............................................................................................... 2
Figure 2 Credit Enrollment and FYE by Fiscal Year ............................................................................................... 3
Figure 3 Noncredit Enrollment by Fiscal Year ....................................................................................................... 3
Figure 4 Fall Unduplicated Headcount and Seats Sold ......................................................................................... 4
Figure 5 Spring Unduplicated Headcount and Seats Sold..................................................................................... 5
Figure 6 Summer Unduplicated Headcount and Seats Sold ................................................................................. 5
Figure 7 Seats Sold - College Level Courses .......................................................................................................... 6
Figure 8 Seats Sold-Developmental Classes ......................................................................................................... 6
Figure 9 FYE College Level vs. Developmental ...................................................................................................... 7
Figure 10 Developmental and College Level FYE .................................................................................................. 7
Figure 11 Total Number of Course Sections Offered (FY) ..................................................................................... 8
Figure 12 Number of Course Sections Offered by Media Type (FY) ..................................................................... 8
Figure 13 Percentage of Course Sections by Media Type (FY).............................................................................. 9
Figure 14 Percentage of Seats Sold Face-to-Face ................................................................................................. 9
Figure 15 Percentage of Seats Sold Online ......................................................................................................... 10
Figure 16 Percentage of Seats Sold Blended/Hybrid .......................................................................................... 10
Figure 17 FYE by Media Code ............................................................................................................................. 12
Figure 18 PLA Credits Attempted/Earned ........................................................................................................... 14
Figure 19 Headcount and Average PLA Credits Earned per Student Attempting Credit .................................... 14
Figure 20 Percentage of New and Continuing Students by Semester ................................................................ 17
Figure 21 Percentage of Full-Time and Part-Time Credit Students by Semester ............................................... 17
Figure 22 Percentage of Students by Gender by FY ........................................................................................... 18
Figure 23 Enrollment of Students of Color, White Students, and Students with Unknown Race/Ethnicity ...... 18
Figure 24 Percentage of Students by Race/Ethnicity .......................................................................................... 19
Figure 25 Percentage of Traditional and Non-traditional Students ................................................................... 20
Figure 26 FY 2015 Students by Age Range .......................................................................................................... 21
Figure 27 IHCC Percentage of Students with Disabilities .................................................................................... 23
Figure 28 Percentage of Students with Disabilities at Metro Colleges in 2014 .................................................. 23
Figure 29 IHCC Percentage of Veterans Enrolled ............................................................................................... 24
Figure 30 Estimated Number of Military Personnel at Metro Colleges in Fall 2014 .......................................... 24
Figure 31 Percentage of Enrollment by known Pell Eligibility ............................................................................ 25
Figure 32 Comparison of First Generation Students by Federal and MN Definition (FY) ................................... 26
Figure 33 Percentage of Students with Known Underrepresented Status ......................................................... 27
Figure 34 Average Credit Load – Summer Semesters ......................................................................................... 28
Figure 35 Average Credit Load – Fall Semesters ................................................................................................. 28
Figure 36 Average Credit Load – Spring Semesters ............................................................................................ 28
Figure 37 Percentage of Enrollment by Admission Status .................................................................................. 29
Figure 38 Comparison of Benchmark Areas ....................................................................................................... 34
Figure 39 Average Retention, Transfer, Graduation, and Success Rates Entering Cohorts 2009-2013 ............. 34
Figure 40 Underrepresented Students: Second Fall Success Rate ..................................................................... 36
Figure 41 Students of Color Persistence and Completion IHCC vs. MnSCU ....................................................... 37
Figure 42 IHCC Persistence and Completion: Students of Color vs. White Students ......................................... 38
IHCC 2015 Fact Book Page vii
Figure 43 IHCC Completion: Students of Color vs. White Students .................................................................... 38
Figure 44 IPEDS Graduation and Transfer-out Rates by Fall Cohort using IPEDS Peer Group............................ 39
IHCC Quick Facts – Fall 2015 Credit Enrollment 5,450 unduplicated headcount 1,651 full-year equivalent students 38% new students, 62% continuing 36% full-time; 64% part-time Demographics (Credit Students) 58% female; 41% male 67% traditional age; 32% adult students (26 or older) 33% students of color (of known status) 58% low income (Pell eligible – of known status) 57% neither parent has bachelor’s degree (of known status) 21% neither parent has any postsecondary education (of known status) Students by Race/ethnicity <1% Native Hawaiian/Pacific Islander <1% American Indian/Alaska Native 1% Nonresident alien 10% Hispanic/Latino 6% Asian 3% Unknown or not reported 11% Black/African American 65% White 5% Two or more races Student Residence – Top Cities (Fall 2015 – Credit Students)
Eagan Inver Grove Heights Cottage Grove Saint Paul Rosemount Top Feeder High Schools (Five-year average – First-time credit Students)
Park High School Simley Senior High School Rosemount High School Henry Sibley High School Hastings High School *When all home school and GED categories are combined that category would be the top feeder source
Credit Sections Offered: 800 70% Traditional/classroom 20% Online 10% Hybrid Most Popular Programs of study by enrollment Liberal Arts (AA) Nursing (AS)/ seeking admission to Nursing Contemporary Business (AS) Paralegal (AS) Criminal Justice (AS) Average Credit Load (Fall 2014) Full-Time Students: 13.7 credits Part-Time Students: 6.5 credits Retention Rates (Fall 2013 entering cohort- new first-time full-time students)
82.6% retained to first spring 48.9% retained to second fall IPEDS 3-Year Graduation & Transfer Rates (Fall 2011 entering cohort- new first-time full-time students)
12.6% Graduated 23.3% Transferred The most current Organizational Chart can be found here Sources of data: Operational data, EPM11-Student Persistence and Completion Tool; 30th day record used to obtain data.
Enrollment Trends
For-Credit Enrollment by Academic Year: Headcount
Figure 1 compares unduplicated and duplicated headcount enrollment across time. Unduplicated headcount
is when a student is only counted once during a year, no matter how many semesters they attended.
Duplicated headcount counts each student each semester they attend. The wider the gap between the two
lines, the higher the amount of students attending more than one semester during an Academic Year. (If all
students attended the same number of semesters the gap between the two lines would be the same).
Figure 1 For-Credit Enrollment by AY: Headcount
Source: Operational Data. ST_TERM_DATA, final records
Credit Enrollment by Fiscal Year: Headcount and FYE Figure 2 shows for-credit enrollment by headcount (duplicated and unduplicated) and FYE (full-year
equivalent) which takes all credits and divides them by 30, (12 credits + 12 credits + 6 credits = 30) which is
full-time status for all 3 semesters in a given year or students who take 15 credits fall and spring semesters.
15442 14823 14405 14049 13765
9400 9028 8896 8507 8468
AY 10-11 AY 11-12 AY 12-13 AY 13-14 AY 14-15
Duplicated Headcount Unduplicated Headcount
IHCC 2015 Fact Book Page 3
Figure 2 Credit Enrollment and FYE by Fiscal Year
Source: MnSCU Management Reports/Enrollment/Student FYE by campus
Noncredit Enrollment by Fiscal Year
Between 2011 and 2013, noncredit (Continuing Education and/or Customized Training) duplicated and
unduplicated enrollments were similar, meaning that most noncredit students were enrolled only one
semester per year. However, in 2014, both of these counts significantly increased due to a change in
MnSCU’s method of counting these students (see Figure 3).
Figure 3 Noncredit Enrollment by Fiscal Year
Source: Management Reports/Custom Training/Enrollment/Hours by Campus
Credit Enrollment by Semester
Table 1 shows for-credit student enrollment by full-time and part-time students and unduplicated headcount
by semester for the past five years. Seats sold are the number of total course enrollments for all students.
Figures 4 through 6 show total unduplicated headcount (full-time and part-time) and seats sold for the past
10 years by semester.
9850 9200 8975
8548 8569
18480 17999 17565
16585
15345 4328
4155
4049
3944
3715
2011 2012 2013 2014 2015
Unduplicated Headcount Duplicated Headcount FYE
4954 4334 4307
6889
7715 5181
4538 4428
8525 9266
2011 2012 2013 2014 2015
Unduplicated Headcount Duplicated Headcount
IHCC 2015 Fact Book Page 4
Table 1 Credit Enrollment by Semester
Semester Full Time Part Time Total Unduplicated
Headcount Seats Sold
Average seats sold per student
FALL 2011 2306 3789 6095 17822 2.92
FALL 2012 2149 3921 6070 17820 2.94
FALL 2013 2100 3815 5815 16754 2.88
FALL 2014 1996 3950 5946 15959 2.68
FALL 2015* 1937 3513 5450 14986 2.75
SPRING 2011 2193 4074 6267 18495 2.95
SPRING 2012 2043 4026 6069 17902 2.95
SPRING 2013 1926 3954 5880 17630 3.00
SPRING 2014 1861 3818 5679 16071 2.83
SPRING 2015 1762 3738 5500 14920 2.71
SUMMER 2011 1086 1719 2805 4409 1.57
SUMMER 2012 979 1680 2659 4110 1.55
SUMMER 2013 963 1492 2455 3815 1.55
SUMMER 2014 991 1572 2563 4035 1.57
SUMMER 2015 882 1437 2319 3578 1.54
Source: Operational Data. ST_TERM_DATA, final records except for fall 2015 which is 30th
day record
Figure 4 Fall Unduplicated Headcount and Seats Sold
Source: Operational Data. ST_TERM_DATA, final records except for fall 2015 which is 30
th day record
0
5000
10000
15000
20000
4800
5300
5800
6300
FALL2006
FALL2007
FALL2008
FALL2009
FALL2010
FALL2011
FALL2012
FALL2013
FALL2014
FALL2015*
Seats Sold Undup HC
10 Year Fall Unduplicated Headcount and Seats Sold
TOTAL UNDUPLICATED HEADCOUNT NUMBER OF SEATS SOLD
IHCC 2015 Fact Book Page 5
Figure 5 Spring Unduplicated Headcount and Seats Sold
Source: Operational Data. ST_TERM_DATA, final records
Figure 6 Summer Unduplicated Headcount and Seats Sold
Source: Operational Data. ST_TERM_DATA, final records
Enrollment by Level – College Level and Developmental Courses
Seats sold in college level courses represent a ten-year average of 92% of total seats sold in credit courses
per year. Seats sold in developmental courses represent a ten-year average of 8% of total seats sold per year.
In the past 10 years, the number of seats sold has decreased by 9% for college-level courses and 6% for
developmental courses. However, over the past five years the number of seats sold has decreased by 15% for
college-level courses and by 33% for developmental courses. See Figures 7 and 8.
0
5000
10000
15000
20000
4800
5300
5800
6300
SPRING2006
SPRING2007
SPRING2008
SPRING2009
SPRING2010
SPRING2011
SPRING2012
SPRING2013
SPRING2014
SPRING2015
Seats Sold Undup HC
10 Year Spring Unduplicated Headcount and Seats Sold
TOTAL UNDUPLICATED HEADCOUNT NUMBER OF SEATS SOLD
0
1000
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5000
0
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2000
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SUM2006
SUM2007
SUM2008
SUM2009
SUM2010
SUM2011
SUM2012
SUM2013
SUM2014
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Seats Sold Undup HC
10 Year Summer Unduplicated Headcount and Seats Sold
TOTAL UNDUPLICATED HEADCOUNT NUMBER OF SEATS SOLD
IHCC 2015 Fact Book Page 6
Figure 7 Seats Sold - College Level Courses
Source: Management Reports/Academic/Class size by level
Figure 8 Seats Sold-Developmental Classes
Source: Management Reports/Academic/Class size by level
The full-year equivalent (FYE) students generated by college level courses accounts for a 10 year average of
90% of FYE each year and enrollment in developmental courses accounts for approximately 10% of FYE each
year (see Figure 9). Over the past five years FYE has decreased by 10% in college level courses and by 30% in
developmental courses (see Figure 10). FYE is calculated by dividing total credits sold by 30.
37940
35950 34888
33742
32400
2011 2012 2013 2014 2015
3699
3478 3445
2911
2478
2011 2012 2013 2014 2015
IHCC 2015 Fact Book Page 7
Figure 9 FYE College Level vs. Developmental
Source: Management Reports/Academic/Class size by level
Figure 10 Developmental and College Level FYE
Source: Management Reports/Academic/Class size by level
Course Offerings and Enrollment by Media Type
Number of Sections Offered and Seats Sold by Media Type
Media type is how the MnSCU system defines the method of course delivery. Courses are delivered by
traditional (in-person, classroom), online, or hybrid (a combination of online and traditional) means. Figure
11 shows the total number of course sections offered with all media types combined by fiscal year. Figures
12 and 13 show the number and percentage respectively of course sections offered by media type by fiscal
11% 11% 11% 9% 9%
89% 89% 89% 91% 91%
2011 2012 2013 2014 2015
Developmental College Level
3200
3300
3400
3500
3600
3700
3800
3900
300
350
400
450
500
550
600
2011 2012 2013 2014 2015
College Dev.
Developmental College Level
IHCC 2015 Fact Book Page 8
year. While the total number of course sections offered has decreased in recent years, of the courses
offered, the proportion of online and hybrid sections has increased.
Figure 11 Total Number of Course Sections Offered (FY)
Source: Operational data; CT_COU, CT_MEDIA, VAL_COU_MEDIA
Figure 12 Number of Course Sections Offered by Media Type (FY)
Source: Operational data; CT_COU, CT_MEDIA, VAL_COU_MEDIA
2063
2099 2085
1929
1873
2011 2012 2013 2014 2015
1614 1599 1546 1400 1306
344 360 373 364 374
105 140 166 165 193
2011 2012 2013 2014 2015
Traditional # Online # Hybrid #
IHCC 2015 Fact Book Page 9
Figure 13 Percentage of Course Sections by Media Type (FY)
Source: Operational data; CT_COU, CT_MEDIA, VAL_COU_MEDIA
Seats Sold and Sections Offered by Course Media Type
The number of seats sold by media type has followed the trends described above (see Figures 14 through
16). The total number of seats sold each fiscal year increased by 11% from FY 2006 to FY 2015, however from
FY 2011 to FY 2015 the total number of seats sold decreased by 16%. The majority of seats sold are in
traditional (face-to-face) courses but in the past 10 years the percentage of seats sold in online classes has
increased by 304% and the percentage of seats sold in hybrid classes has increased by 245%. In the past five
years (FY 2011 to FY 2015) the percentage of seats sold in traditional classes has decreased 18%, the
percentage of seats sold in in online courses has increased 29%, and the percentage of seats sold in hybrid
courses has increased 83%.
Figure 14 Percentage of Seats Sold Face-to-Face
Source: Operational data; CT_COU, CT_MEDIA, VAL_COU_MEDIA
78.24% 76.18% 74.15% 72.58% 69.73%
16.67% 17.15% 17.89% 18.87% 19.97%
5.09% 6.67% 7.96% 8.55% 10.30%
2011 2012 2013 2014 2015
Traditional % Online % Hybrid %
89.0% 83.3%
78.9% 72.4% 70.3% 69.9% 66.9% 64.8% 62.3%
57.6%
2006 2007 2008 2009 2010 2011 2012 2013 2014 2015
IHCC 2015 Fact Book Page 10
Figure 15 Percentage of Seats Sold Online
Source: Operational data; CT_COU, CT_MEDIA, VAL_COU_MEDIA
Figure 16 Percentage of Seats Sold Blended/Hybrid
Source: Operational data; CT_COU, CT_MEDIA, VAL_COU_MEDIA
Table 2 shows the total number of course sections offered by media type and semester from 2006 through
2015. Tables 3 through 5 show the number of credits, and the number and percentage of sections offered
and seats sold by course media type by fiscal year.
Table 2 Number of Course Sections by Media Type and Semester
Semester Tradition: # of Sections Online: # of Sections Hybrid: # of Sections Total Sections
Fall 2006 687 61 16 764
Fall 2007 736 93 15 844
Fall 2008 721 123 25 869
Fall 2009 694 134 46 874
Fall 2010 688 128 52 868
Fall 2011 706 132 53 891
Fall 2012 678 145 89 912
Fall 2013 621 142 69 832
Fall 2014 584 143 69 796
Fall 2015 543 155 82 780
7.6%
14.2%
19.2%
24.1% 23.8% 23.6% 25.2% 26.0%
27.7% 30.5%
2006 2007 2008 2009 2010 2011 2012 2013 2014 2015
3.4% 2.5%
1.9%
3.5%
5.9% 6.5%
7.9%
9.3% 10.0%
11.8%
2006 2007 2008 2009 2010 2011 2012 2013 2014 2015
IHCC 2015 Fact Book Page 11
Semester Tradition: # of Sections Online: # of Sections Hybrid: # of Sections Total Sections
Spring 2006 676 36 23 735
Spring 2007 696 84 14 794
Spring 2008 699 110 14 823
Spring 2009 694 141 22 857
Spring 2010 710 148 43 901
Spring 2011 683 142 45 870
Spring 2012 658 152 74 884
Spring 2013 636 143 57 836
Spring 2014 594 143 76 813
Spring 2015 519 152 91 762
Summer 2006 247 30 2 279
Summer 2007 229 42 1 272
Summer 2008 232 68 4 304
Summer 2009 248 71 7 326
Summer 2010 243 74 8 325
Summer 2011 236 76 13 325
Summer 2012 235 85 20 340
Summer 2013 190 79 20 289
Summer 2014 203 79 33 315
Summer 2015 170 82 35 287
Source: Operational data; CT_COU, CT_MEDIA, VAL_COU_MEDIA
Table 3 Seats Sold Traditional (Face-to-Face)
Fiscal Year
Traditional: # of Sections
Traditional: % of Sections
Traditional: # of Credits
Traditional: # of Seats Sold
Traditional: % of Seats Sold
Total Seats Sold: All Types
2006 1657 92.73% 4918 28012 89.01% 32214
2007 1630 88.73% 4852 28017 83.31% 31471
2008 1664 85.82% 4915 27854 78.95% 33630
2009 1647 81.13% 4919 26314 72.38% 35282
2010 1652 78.63% 4841 28912 70.30% 36353
2011 1614 78.24% 4778 29154 69.91% 41126
2012 1599 76.18% 4878 26853 66.91% 41701
2013 1546 74.15% 4723 25616 64.75% 40133
2014 1400 72.58% 4351 22817 62.27% 39560
2015 1306 69.73% 4194 20121 57.63% 36640
Source: Operational data; CT_COU, CT_MEDIA, VAL_COU_MEDIA
Table 4 Seats Sold Online
Fiscal Year
Online - # of Sections
Online - % of Sections
Online - # of Credits
Online - # of Seats Sold
Online - % of Seats Sold
Total Seats Sold: All Types
2006 87 4.87% 268 2381 7.57% 32214
2007 175 9.53% 511 4786 14.23% 31471
2008 245 12.64% 745 6759 19.16% 33630
IHCC 2015 Fact Book Page 12
Fiscal Year
Online - # of Sections
Online - % of Sections
Online - # of Credits
Online - # of Seats Sold
Online - % of Seats Sold
Total Seats Sold: All Types
2009 332 16.35% 1020 8770 24.12% 35282
2010 353 16.80% 1079 9771 23.76% 36353
2011 344 16.67% 1055 9849 23.62% 41126
2012 360 17.15% 1102 10127 25.23% 41701
2013 373 17.89% 1143 10282 25.99% 40133
2014 364 18.87% 1132 10155 27.72% 39560
2015 374 19.97% 1143 10661 30.54% 36640
Source: Operational data; CT_COU, CT_MEDIA, VAL_COU_MEDIA
Table 5 Seats Sold Blended/hybrid
Fiscal Year
Hybrid - # of Sections
Hybrid - % of Sections
Hybrid - # of Credits
Hybrid - # of Seats Sold
Hybrid - % of Seats Sold
Total Seats Sold: All Types
2006 43 2.41% 136 1078 3.43% 32214
2007 32 1.74% 110 827 2.46% 31471
2008 30 1.55% 99 669 1.90% 33630
2009 51 2.51% 179 1269 3.49% 35282
2010 96 4.57% 339 2443 5.94% 36353
2011 105 5.09% 357 2698 6.47% 41126
2012 140 6.67% 472 3153 7.86% 41701
2013 166 7.96% 581 3662 9.26% 40133
2014 165 8.55% 562 3668 10.01% 39560
2015 193 10.30% 656 4132 11.83% 36640
Source: Operational data; CT_COU, CT_MEDIA, VAL_COU_MEDIA
FYE by Media Code
Full-year equivalent enrollment by media code is shown below in Figure 17.
Figure 17 FYE by Media Code
Source: Management Reports/ Distance Learning/Enrollment by Media Code
3014 2736
2562 2472 2240
1011 1045 1059 1054 1097
301 359 428 416 471
2011 2012 2013 2014 2015
Traditional Online Hybrid
IHCC 2015 Fact Book Page 13
Enrollment in Online and Hybrid Courses by Semester
Enrollment by semester in online and hybrid courses for the past five years is shown below in Table 6.
Table 6 Enrollment in Online and Hybrid Courses
Semester Unduplicated Headcount Seats Sold
Online Hybrid Online Hybrid
Fall 2011 2300 1199 3810 1402
Fall 2012 2360 1645 3998 1988
Fall 2013 2306 1355 3985 1615
Fall 2014 2377 1380 4124 1712
Fall 2015* 2353 1394 4095 1701
Spring 2011 2600 1012 4204 1117
Spring 2012 2587 1250 4340 1516
Spring 2013 2545 1150 4247 1285
Spring 2014 2365 1392 4179 1665
Spring 2015 2521 1515 4453 1884
Summer 2011 1423 223 1977 235
Summer 2012 1472 361 2037 389
Summer 2013 1390 360 1991 388
Summer 2014 1487 461 2084 536
Summer 2015 1406 478 2023 535
Source: Operational data; ST_COU, CT_COU, CT_MEDIA, VAL_COU_MEDIA, final records except for fall 2015 which is 30th
day record
Prior Learning Assessment (PLA)
The prior learning assessment (PLA) process helps adult students match learning gained outside the
classroom to actual college courses. First, students are enrolled in a class to identify courses that may be
completed via PLA - demonstrating their skills and knowledge for academic credit. Then, students are
assessed to determine if an individual PLA is right for them based on their past experiences and proposed
educational goal. The demonstration process varies by course, but is usually in the form of written papers
and/or projects following specific guidelines as well as one-on-one or group meetings with an evaluator for
the specific PLA. This process allows students to demonstrate knowledge and skills gained via work/life
experiences. Credit is obtained using pass/no pass grading.
The number of PLA credits attempted and completed for the past 10 years is shown in Figure 18.
IHCC 2015 Fact Book Page 14
Figure 18 PLA Credits Attempted/Earned
Source: Operational data; ST_COU, CT_COU, CT_DEPT
The number of students who earn PLA credit has increased by 11% since 2006. The average number of PLA
credits earned by a PLA student has increased by 45% since 2006. See Figure 19 below.
Figure 19 Headcount and Average PLA Credits Earned per Student Attempting Credit
Source: Operational data; ST_COU, CT_COU, CT_DEPT
Students by Major Table 7 shows the number of students per year by major. The following Table includes only majors ranked as
the primary major. If a student has more than one primary major, he or she is counted once for each major in
each fiscal year that he or she was enrolled at IHCC. The data below shows the number of students with a
major if they were enrolled in the college for credit courses at any point during a fiscal year. This list includes
2006 2007 2008 2009 2010 2011 2012 2013 2014 2015
PLA CREDITS EARNED 803 525 763 811 1129 1375 2116 2541 2307 1166
PLA CREDITS ATTEMPTED 846 587 820 863 1282 1543 2407 2947 2781 1427
0
500
1000
1500
2000
2500
3000
3500
5.54 5.05 6.01 6.01 6.17 7.05 7.40 8.92 8.18 7.24
145
104 127 135
183 195
286 285 282
161
2006 2007 2008 2009 2010 2011 2012 2013 2014 2015
AVERAGE PLA CREDITS EARNED UNDUPLICATED HEADCOUNT
IHCC 2015 Fact Book Page 15
only majors that were valid as of the first day of the fiscal year – majors that no longer exist at IHCC are not
shown here. If a program was changed significantly to the point that the registrar issued a different major ID
for the new program, data for the old version of the program is not included here.
Table 7 Majors by Fiscal Year
Major 2011 2012 2013 2014 2015
(Blank) 1436 1418 1463 1166 1511
Accounting 209 200 207 176 158
Advanced Emergency Medical Technician
2
Advanced Network Security 9 5 9 5 4
Advanced Network Technology 7 11 5 7 3
Art 87 103 127 94 74
Biology 117 155 181 160 188
Chemistry 11 48 55 64 69
Child Care Teacher 30 28 19 34 33
China Studies 1 2 1 1 1
Community Health Worker 8 1 7 4 5
Community Paramedic
6
Computer Programmer 31 34 34 56 50
Computer Science 110 104 92 66 82
Construction Management 55 48 37 52 44
Construction Management Certificate 9 7 5 5 2
Contemporary Business 415 376 396 435 450
Contemporary Business Practice 96 100 123 98 113
Corrections Certificate
1
Credit for Prior Learning 2 1
1
Criminal Justice 277 272 288 233 239
Criminal Justice Certificate 33 30 30 27 47
Customer Service 1 4 3 3 4
Education Foundations 118 146 152 175 209
eMarketing
1 2
Emergency Medical Services 42 49 47 51 51
Emergency Medical Technician Certificate
10
Engineering Fundamentals
71 131 162 186
Exercise Science
16 50 45 56
Human Resource Management 33 39 54 47 43
Human Service Worker 266 282 256 263 240
Human Services Assistant 15 18 14 18 15
I.T. Help Desk 8 11 12 7 9
Individualized Professional Studies 221 259 299 256 175
Information Technology Support 20 26 34 41 55
IHCC 2015 Fact Book Page 16
Major 2011 2012 2013 2014 2015
Innovative Technology and Instruction 1 2 1 1
International Business
9 16
IP Telephony 7 3 5
2
Law Enforcement 347 286 272 237 226
Legal Administrative Assistant 34 32 18 21 21
Legal Administrative Assistant Cert 10 8 9 3 6
Liberal Arts 2574 2510 2306 2126 2129
Marketing and Sales 45 37 38 24 35
Microsoft Certified IT Professional 1 3 6 6 7
Minnesota Transfer Curriculum 106 87 109 111 123
Music
3
Network Technology and Security 166 150 161 144 130
Nursing 325 300 227 185 190
Nursing Assistant 60 50 55 62 67
Office Technology 9 6 4 2 3
Paralegal 354 310 259 264 266
Paralegal Certificate 134 147 129 115 94
Paramedic Certificate 19 20 27 38 68
Physical Education 46 33 35 25 15
Professional Writing 8 8 11 5 8
Project Management 11 15 19 18 15
seeking admission to Accelerated NUR-Paramedic Track 42 26 47 37 20
seeking admission to Accelerated NURS-LPN track 101 74 66 71 50
seeking admission to Nursing 1049 912 906 963 963
seeking admission to the EMS program 238 232 218 243 219
Small Business Development 23 30 15 18 29
Supervision 8 15 8 9 14
Theatre
4 13
Undecided about which degree to pursue 1406 1367 1529 1767 2009
Source: Operational Data. ST_TERM_DATA, ST_MAJOR, VAL_MAJOR, final records.
Student Profile – Credit Students
New and Continuing Students
Each fall, approximately one-third of IHCC students are new to Inver Hills and two-thirds are continuing
students. Over the past five years, the proportion of new and continuing students has remained fairly
consistent (see Figure 20).
IHCC 2015 Fact Book Page 17
Figure 20 Percentage of New and Continuing Students by Semester
Source: Operational Data. ST_TERM_DATA, final records except for fall 2015 which is 30
th day record
Full-Time and Part-Time Status – Trends across Time
The proportion of full-time and part-time students by semester has remained fairly consistent over the years
with approximately two-thirds of students being enrolled part-time (see Figure 21).
Figure 21 Percentage of Full-Time and Part-Time Credit Students by Semester
Source: Operational Data. ST_TERM_DATA, final records except for fall 2015 which is 30
th day record
Gender
Approximately 60% of IHCC students are female and 40% are male. Trends have remained fairly consistent
over the last five years (see Figure 22 and Table 8).
37% 38% 34% 37% 38%
63% 62% 66% 63% 62%
FALL 2011 FALL 2012 FALL 2013 FALL 2014 FALL 2015*
NEW CONTINUING
39% 36% 33% 39% 34% 32% 38% 36%
61% 65% 67% 61% 66% 68% 62% 64%
SUMMER2013
FALL 2013 SPRING 2014 SUMMER2014
FALL 2014 SPRING 2015 SUMMER2015
FALL 2015*
FULL-TIME PART-TIME
IHCC 2015 Fact Book Page 18
Figure 22 Percentage of Students by Gender by FY
Source: Management Reports/Students/Students by Gender
Table 8 Number of Students by Gender
2011 2012 2013 2014 2015
Female 5699 5344 5229 5035 5039
Male 4009 3606 3660 3423 3417
Gender blank 167 80 86 90 113
Total 9875 9030 8975 8548 8569
Source: Management Reports/Students/Students by Gender
Race/ethnicity
The percentage of students of color has been steadily increasing. In 2015, 30% were students of color, 67%
were white, and 3% did not report their race. (Nonresident aliens are excluded from both categories in the
graph.) The percentage of students who don’t report their race/ethnicity has decreased in the past ten years.
See Figure 23 and Table 9.
Figure 23 Enrollment of Students of Color, White Students, and Students with Unknown Race/Ethnicity
58% 59% 58% 59% 59%
41% 40% 41% 40% 40%
2% 1% 1% 1% 1%
2011 2012 2013 2014 2015
Gender blank
Male
Female
21% 28% 28% 28% 30%
72% 69% 70% 67% 67%
6% 3% 2% 4% 3%
2011 2012 2013 2014 2015
Unknown or not reported
White Students
Students of Color
IHCC 2015 Fact Book Page 19
Source: Management Reports/Students/Students by Ethnic
Table 9 Number of Students of Color, White Students, and Students with Unknown Race/Ethnicity
Race/ethnicity 2011 2012 2013 2014 2015
Students of Color 2115 2502 2486 2433 2546
White Students 7089 6242 6238 5758 5713
Nonresident alien 47 56 39 316 253
Unknown or not reported 624 248 211 41 51
Total 9850 9048 8974 8548 8569
Source: Management Reports/Students/Students by Ethnic
As shown in Figure 24 and Table 10, white students comprise the largest percentage of the student
population, followed by Black/African American students, Asian students, and Hispanic/Latino students.
American Indian/Alaska Native, Native Hawaiian/Pacific Islanders, and nonresident aliens each typically
comprise 1% or less of the student population. The proportion of students who report an unknown
race/ethnicity or do not report a race/ethnicity has varied from 35% in FY 2003 to 2% in FY 2013.
Figure 24 Percentage of Students by Race/Ethnicity
Source: Management Reports/Students/Students by Ethnic
2013 2014 2015
Two or more races 4.1% 4.4% 4.2%
Native Hawaiian/Pacific Islander 0.1% 0.2% 0.2%
American Indian/Alaska Native 0.7% 0.5% 0.5%
Hispanic/Latino 7.6% 8.1% 8.6%
White 69.5% 67.4% 66.7%
Asian 5.0% 5.1% 5.4%
Black/African American 10.2% 10.1% 10.8%
Unknown or not reported 2.4% 3.7% 3.0%
Nonresident alien 0.4% 0.5% 0.6%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
IHCC 2015 Fact Book Page 20
Table 10 Number of Students by Race/Ethnicity
Category 2011 2012 2013 2014 2015
Two or more races* - 383 372 377 358
Native Hawaiian/ Pacific Islander 30 8 12 15 16
American Indian/ Alaska Native 111 56 59 41 40
Hispanic/ Latino 399 712 681 695 741
White 7089 6242 6238 5758 5713
Asian 542 436 447 438 464
Black/ African American 1033 907 915 867 927
Unknown or not reported 624 248 212 316 253
Nonresident alien 47 56 39 41 51
Total 9875 9048 8975 8548 8569
Source: Management Reports/Students/Students by Ethnic Note: Data is based on "primary" race/ethnicity. * Two or more races was an added category in 2012
Age
The percentage of traditional age (18-25) and adult (26+) students has remained fairly consistent over the
past five years. The percentage of students 17 and younger has increased by 17% in that time frame. See
Figures 25 and 26, and Tables 11 through 14.
Figure 25 Percentage of Traditional and Non-traditional Students
Source: Management Reports/Students/Students by Age
Table 11 Percentage of Traditional and Non-traditional Students
2011 2012 2013 2014 2015 % Change from 2011 to 2015
17 and younger 10% 6% 6% 8% 11% 17%
18-25 52% 54% 55% 54% 54% 3%
26 and older 37% 40% 39% 37% 34% -8%
10% 6% 6% 8% 11%
52% 54% 55% 54%
54%
37% 40% 39% 37% 34%
1% 1% 0% 1% 1%
2011 2012 2013 2014 2015
Uncoded
26 and older
18-25
17 and younger
IHCC 2015 Fact Book Page 21
2011 2012 2013 2014 2015 % Change from 2011 to 2015
Not reported 1% 1% 0% 1% 1% -22%
Total 100% 100% 100% 100% 100%
Source: Management Reports/Students/Students by Age
Table 12 Number of Traditional and Non-traditional Students
2011 2012 2013 2014 2015
17 and younger 957 544 557 675 976
18-25 5166 4871 4923 4658 4,609
26 and older 3678 3582 3467 3171 2,946
Not reported 69 51 28 44 47
Total 9870 9048 8975 8548 8,569
Source: Management Reports/Students/Students by Age
Figure 26 FY 2015 Students by Age Range
Source: Management Reports/Students/Students by Age
Table 13 Percentage of Students by Age Range
Age 2011 2012 2013 2014 2015
17 and younger 10% 6% 6% 8% 11%
18-21 34% 35% 35% 36% 35%
22-25 18% 19% 19% 18% 19%
26-30 15% 15% 15% 14% 13%
31-35 8% 9% 9% 9% 8%
36-40 5% 5% 5% 5% 5%
41-45 4% 4% 4% 4% 4%
1%
0%
0%
0%
1%
2%
4%
5%
8%
13%
19%
35%
11%
Not reported
71 and older
61-70
56-60
51-55
46-50
41-45
36-40
31-35
26-30
22-25
18-21
17 and younger
IHCC 2015 Fact Book Page 22
Age 2011 2012 2013 2014 2015
46-50 3% 3% 3% 3% 2%
51-55 2% 2% 2% 2% 1%
56-60 1% 1% 1% 1% 0%
61-70 0% 0% 0% 0% 0%
71 and older 0% 0% 0% 0% 0%
Not reported 1% 1% 0% 1% 1%
Total 100% 100% 100% 100% 100%
Source: Management Reports/Students/Students by Age
Note: Total percentages may not equal 100% due to rounding.
Table 14 Number of Students by Age Range
Age 2011 2012 2013 2014 2015
17 and younger 957 544 557 675 976
18-21 3350 3156 3185 3097 3013
22-25 1816 1715 1738 1561 1596
26-30 1462 1370 1332 1184 1084
31-35 767 805 802 760 689
36-40 502 479 469 420 442
41-45 413 390 349 323 325
46-50 303 302 266 236 213
51-55 151 144 146 158 118
56-60 55 59 64 49 35
61-70 25 28 33 32 34
71 and older 0 5 6 9 6
Not reported 69 51 28 44 47
Total 9870 9048 8975 8548 8569
Source: Management Reports/Students/Students by Age
Disability Status
Over the past 10 years the percentage of the IHCC student population with disabilities has increased by
133%, from 2.3% in 2006 to 5.2% in 2015. Of the Metro Colleges in 2015, only MCTC (6%) and Normandale
(6%) have higher percentages of students with disabilities. North Hennepin (5%) has the same percentage as
IHCC. Century (4%), DCTC (4%), Hennepin Tech (4%), St. Paul College (4%), and Anoka Tech/Anoka CC (3%)
have lower percentages than IHCC. See Figures 27 and 28.
IHCC 2015 Fact Book Page 23
Figure 27 IHCC Percentage of Students with Disabilities
Source: Operational Data; ST_TERM, PS_DISAB_NEED
Figure 28 Percentage of Students with Disabilities at Metro Colleges in 2014
Source: System Office Research
Veterans
As shown in Figure 29, each fall, approximately 4% of the student population is a known veteran as identified
by the Veterans Service Office. The IHCC Veterans Services Office estimates that there are many more
veterans at IHCC who have not been identified as such because they have not interacted with the office. The
MnSCU system reports an estimated number of veterans, active military personnel, and National Guard
members by campus. Figure 30 shows estimates for Metro area colleges. IHCC is third in estimated number
of enrolled military personnel.
3.5% 3.4%
4.2% 3.9%
5.2%
FALL 2011 FALL 2012 FALL 2013 FALL 2014 FALL 2015
6% 6%
5% 5%
4% 4% 4%
3% 3%
MCTC Normandale IHCC NorthHennepin
Century DCTC St. PaulCollege
AnokaTech/Anoka CC
HennepinTech
Fall 2014 Metro Colleges: Percentage of Students Reporting Disabilities
IHCC 2015 Fact Book Page 24
Figure 29 IHCC Percentage of Veterans Enrolled
Source: Operational Data; ST_TERM_DATA, ST_COHORT
Figure 30 Estimated Number of Military Personnel at Metro Colleges in Fall 2014
Source: System Office Research
*Students included if any of the following sources indicate the student is a National Guard member, veteran, or on active duty:
application to the institution, FAFSA, financial aid award, institution cohort code, institution program code, or accounting deferment
code.
Low Income Status/Pell Eligibility
Pell eligibility is often used as a way to identify low income students. The number and percentage of students
eligible for Pell grants increased steadily between 2009 and 2013 but has been stable since 2014. Almost half
of IHCC students have an unknown status – that is, the college does not know if they are Pell eligible or not
because they have not completed a FAFSA (Free Application for Federal Student Aid). Per MnSCU convention,
the percent of students who are Pell eligible are shown as a percent of students with known status. Figure 31
shows the percentage of Pell eligible students out of the total with known eligibility; Table 15 shows the total
number known eligible, known not eligible, and unknown.
4.3%
5.3% 5.5%
4.7%
5.3%
FALL 2011 FALL 2012 FALL 2013 FALL 2014 FALL 2015
675 666
506 506 505 495
406 378
237
Anoka Tech/Anoka CC
Century IHCC MCTC Normandale HennepinTech
NorthHennepin
St. PaulCollege
DCTC
Fall 2014 Metro Colleges: Estimated Number of Military Personnel*
IHCC 2015 Fact Book Page 25
Figure 31 Percentage of Enrollment by known Pell Eligibility
Source: Enrollment Analytic Tool
Table 15 Enrollment by known Pell Eligibility
2011 2012 2013 2014 2015
Pell eligible 2947 3017 3156 2986 2822
Not Pell eligible 2186 2030 1947 1964 1857
Status unknown 4742 3983 3872 3595 3890
Total 9875 9030 8975 8545 8569
Source: Enrollment Analytic Tool
First Generation Status
First generation status describes the educational attainment of a student’s parents or guardians. There are
two definitions of first generation. The Federal definition is students who come from families where neither
parent has achieved a bachelor’s degree. The Minnesota definition is students who come from families
where neither parent has had any college education.
Approximately 600-800 Inver Hills students each year have an unknown first generation status – that is, the
college does not have data about their parents’ educational attainment and cannot determine whether they
are first generation students or not. Per MnSCU convention, the percent of students who are first generation
are shown as a percent of students with known status. See Figure 32 and Tables 16 and 17.
57%
60%
62%
60% 60%
2011 2012 2013 2014 2015
IHCC 2015 Fact Book Page 26
Figure 32 Comparison of First Generation Students by Federal and MN Definition (FY)
Source: Enrollment Analytic Tool
First Generation Federal Definition: Neither parent has a bachelor’s degree
In 2015 57% (4599) of IHCC students of known status came from families where neither parent has a
bachelor’s degree. This is a slight decrease from previous years.
Table 16 First Generation Status by Federal Definition: Neither Parent Has a Bachelor’s Degree (FY)
2011 2012 2013 2014 2015
First generation 5334 5001 4943 4647 4599
Not first generation 3592 3332 3357 3258 3464
Status unknown 949 697 675 640 506
Total 9875 9030 8975 8545 8569
Source: Enrollment Analytic Tool
First Generation Minnesota Definition: Neither parent attended any college
In 2015 20% (1643) of IHCC students of known status came from families where neither parent attended any
college. This is similar to the percentage in previous years.
Table 17 First Generation Status by MN Definition: Neither Parent Attended any College (FY)
2011 2012 2013 2014 2015
First generation 1880 1808 1794 1712 1643
Not first generation 7170 6639 6603 6290 6501
Status unknown 825 583 578 543 425
Total 9875 9030 8975 8545 8569
Source: Enrollment Analytic Tool
Underrepresented Status
A student is considered underrepresented if he or she fits into at least one of the following categories: (1)
student of color; (2) low income; or (3) first generation. Because there are two definitions of first generation,
60% 60% 60% 59% 57%
21% 21% 21% 21% 20%
2011 2012 2013 2014 2015
% First-Gen (FED) % First-Gen (MN)
IHCC 2015 Fact Book Page 27
there are two definitions of underrepresented. MnSCU reports underrepresented status using the Minnesota
definition of first generation (neither parent or guardian having attended any college).
Over 3,000 IHCC students each year have an unknown status – that is, the college does not have data about
their race, Pell eligibility status, or parents’ educational attainment. Consequently, the college cannot
determine whether they are underrepresented students or not. Per MnSCU convention, the percent of
students who are underrepresented are shown as a percent of students with known status.
Underrepresented – MN Definition of First Generation
In 2015 79% (4,596) of Inver Hills students were identified as underrepresented; this is consistent with the
past four years. See Figure 33 and Table 18 below.
Figure 33 Percentage of Students with Known Underrepresented Status
Source: Enrollment Analytic Tool
Table 18 Underrepresented Students
2011 2012 2013 2014 2015
Underrepresented 4953 4819 4881 4698 4596
Not underrepresented 1465 1384 1328 1299 1193
Status unknown 3457 2827 2766 2548 2780
Total 9875 9030 8975 8545 8569
Source: Enrollment Analytic Tool
Average Credit Load by Semester
Average credit load is the average number of credits that students register for in a semester. Average credit
load has remained fairly consistent; Figures 34 through 36 show average credit load for full-time and part-
time students by semester.
77% 78% 79% 78% 79%
23% 22% 21% 22% 21%
2011 2012 2013 2014 2015
%Underrepresented %Not Underrepresented
IHCC 2015 Fact Book Page 28
Figure 34 Average Credit Load – Summer Semesters
Source: Operational Data. ST_TERM_DATA, final records
Figure 35 Average Credit Load – Fall Semesters
Source: Operational Data. ST_TERM_DATA, final records except for fall 2015 which is 30
th day record
Figure 36 Average Credit Load – Spring Semesters
Source: Operational Data. ST_TERM_DATA, final records.
7.5 7.6 7.7 7.6 7.6
3.4 3.5 3.4 3.4 3.5
SUMMER2011
SUMMER2012
SUMMER2013
SUMMER2014
SUMMER2015
FULL-TIME
PART-TIME
13.4 13.5 13.7 13.7 13.7
6.7 6.7 6.8 6.4 6.4
FALL 2011 FALL 2012 FALL 2013 FALL 2014 FALL 2015*
FULL-TIME
PART-TIME
13.5 13.6 13.6 13.7 13.7
6.4 6.5 6.6 6.7 6.5
SPRING2011
SPRING2012
SPRING2013
SPRING2014
SPRING2015
FULL-TIME
PART-TIME
IHCC 2015 Fact Book Page 29
Admission Status
As shown below, the composition of the Inver Hills student population has shifted in the past five years. The
percentage of undergraduate regular (first-time) students has declined, and the percentage of
undergraduate transfer and PSEO students has increased (see Figure 37 and Table 19).
Figure 37 Percentage of Enrollment by Admission Status
Source: Management Reports/Students/Student Demographics
Table 19 Enrollment by Admission Status
2011 2012 2013 2014 2015
Undergrad regular 3686 3399 3207 2936 2725
Undergrad transfer 3258 3216 3282 3269 3132
Undergrad previous degree 341 311 287 258 252
PSEO 383 376 486 651 899
High School Non-PSEO 86 85 56 23 60
Undergrad unclassified (limited) 2121 1641 1656 1406 1500
Specialist 0 0 1 0 0
Un-coded 0 2 0 4 1
Total 9875 9030 8975 8547 8569
Source: Management Reports/Students/Student Demographics
Average credit load by admission status shows the average number of credits, broken down by admission
status. As shown in Table 20, regular and transfer students have the largest average credit load, followed by
PSEO students. Over the past five years the number of credits taken by undergraduate students with a
previous degree has increased by 11%. The number of credits taken by PSEO students has decreased by 30%
and the number of credits taken by high school Non-PSEO students has decreased by 34%.
2011 2012 2013 2014 2015
31 UG Unclassified 21% 18% 18% 16% 18%
22 High School Non-PSEO 1% 1% 1% 0% 1%
21 PSEO 4% 4% 5% 8% 10%
14 UG Prev Deg 3% 3% 3% 3% 3%
12 UG Transfer 33% 36% 37% 38% 37%
11 UG Regular 37% 38% 36% 34% 32%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
IHCC 2015 Fact Book Page 30
Table 20 Average Credit Load by Admission Status
2011 2012 2013 2014 2015
Undergrad regular 9.36 9.22 9.22 9.43 9.34
Undergrad transfer 8.58 8.63 8.77 8.86 8.85
Undergrad previous degree 6.48 6.31 6.63 6.86 7.22
PSEO 10.04 10.87 9.36 7.71 6.98
High School Non-PSEO 2.88 3.27 3.95 4.55 1.91
Undergrad unclassified (limited) 4.42 4.6 4.49 4.63 4.3
Average for all types 8.13 8.29 8.27 8.39 8.13
Source: Management reports/Students/Students by Credit Load,
Student Residence
Table 21 shows the number of IHCC students enrolled each fall by current city, in descending order.
Table 21 Enrollment by City of Student Residence
City Fall 2011 Fall 2012 Fall 2013 Fall 2014 Fall 2015*
Inver Grove Heights 489 476 487 594 609
St. Paul 659 636 601 561 586
Eagan 466 494 431 418 453
Cottage Grove 364 366 347 297 335
Rosemount 208 222 255 234 292
Apple Valley 276 240 252 254 259
Burnsville 210 210 213 217 239
Hastings 235 217 227 240 238
South St. Paul 264 243 221 229 233
Woodbury 218 241 232 207 218
Lakevillle 133 155 140 204 210
Farmington 237 232 226 212 205
West St. Paul 189 211 205 173 197
Minneapolis 175 133 134 140 122
Maplewood 47 64 47 48 69
Mendota Heights 69 72 61 56 59
Cannon Falls 59 50 50 51 57
St. Paul Park 76 63 54 50 56
Northfield 37 47 47 48 51
Bloomington 51 57 55 56 49
Oakdale 45 45 46 44 48
Savage 40 44 48 61 45
Faribault 7 35 27 42 41
Prior Lake 33 33 29 52 34
Newport 26 36 31 38 29
Bayport 17 23 19 20 24
IHCC 2015 Fact Book Page 31
City Fall 2011 Fall 2012 Fall 2013 Fall 2014 Fall 2015*
Red Wing 20 30 27 24 23
Richfield 24 18 22 19 22
Shakopee 21 33 29 31 19
Roseville 26 21 11 13 19
Hampton 15 17 25 21 18
Prescott 22 25 21 18 16
Eden Prairie 14 11 10 17 16
(blank) 31 45 30 11 16
Elko 5 7 6 14 14
Brooklyn Park 9 8 9 9 14
Lakeland 5 9 11 9 14
Edina 8 4 6 8 13
Stillwater 19 34 23 19 12
Chaska 4 4 5 5 12
Hudson 20 25 20 18 11
River Falls 12 10 12 18 11
Forest Lake 7 9 7 10 11
Randolph 5 10 10 11 10
St. Louis Park 9 11 11 9 10
Coon Rapids 14 6 9 6 10
New Prague 4 5 4 3 10
North St. Paul 5 7 7 10 9
Mounds View 3 1 1 3 9
Brooklyn Center 6 3 4 9 8
Source: Operational Data. ST_TERM_DATA, final records except for fall 2015 which is 30th
day record
Top Feeder High Schools
The following Tables show the numbers of new first-time and Post-Secondary Enrollment Option (PSEO)
students enrolled at IHCC each fall by high school attended, in descending order. Among incoming new, first-
time students a small number come from Minnesota high schools other than those listed in Table 22. IHCC
also enrolls a small number of international students, home schooled students, and GED students (see Table
23).
Table 22 New First-time Students – Top Feeder High Schools
High School Fall 2011 Fall 2012 Fall 2013 Fall 2014 Fall 2015*
Park High School 50 77 61 43 51
Henry Sibley High School 40 50 36 35 49
Rosemount High School 47 37 41 58 48
Hastings High School 38 35 36 36 46
Eagan High School 26 45 35 28 43
South Saint Paul High School 35 32 33 31 42
IHCC 2015 Fact Book Page 32
High School Fall 2011 Fall 2012 Fall 2013 Fall 2014 Fall 2015*
Simley High School 53 41 31 38 27
Farmington Senior High School 33 43 41 40 26
Apple Valley High School 24 14 17 18 21
Eastview High School 18 27 28 23 19
Burnsville Senior High School 20 21 16 14 16
East Ridge High School 21 23 19 23 15
Tartan Senior High School 4 6 13 12 13
Woodbury High School 20 16 22 9 13
Harding High School 4 3 6 5 13
Northfield High School 9 9 8 6 12
Cannon Falls Jr-Sr High School 7 6 6 5 9
Central High School 3 2 5 7 7
Step Academy 1 6
City Academy 1 1 1 6
School Of Environmental Study 12 11 14 12 5
Lakeville North High School 9 10 11 8 5
Lakeville South High School 7 7 8 8 5
Highland Park Senior High School 10 8 1 3 5
Stillwater Area Senior High School 5 5 7 3 5
Randolph High School 7 3 7 3 4
Source: Operational Data. ST_TERM_DATA, final records except for fall 2015 which is 30th
day record
Table 23 Other New, First-Time Student Sources
High School Fall 2011 Fall 2012 Fall 2013 Fall 2014 Fall 2015*
GED 72 42 56 33 23
Home School 6 7 18 12 9
Other Minnesota 8 4 7 2 9
Other - International 15 14 9 25 6
Source: Operational Data. ST_TERM_DATA, final records except for fall 2015 which is 30th
day record
PSEO students are high school students enrolled in college level courses. Table 24 shows PSEO students by
high school attended. In addition, Table 25 shows home school PSEO enrolled students. Based on the number
of students enrolled, home school has frequently been among the top five sources of PSEO students.
Table 24 New PSEO Students – Top Feeder High Schools
High School Fall 2011 Fall 2012 Fall 2013 Fall 2014 Fall 2015*
Simley High School 21 19 59 103 108
Rosemount High School 9 10 77 93 98
Lakeville South High School 6 3 2 52 53
Burnsville Senior High School 6 41 48 44
South Saint Paul High School 4 5 26 20 23
IHCC 2015 Fact Book Page 33
High School Fall 2011 Fall 2012 Fall 2013 Fall 2014 Fall 2015*
East Ridge High School 10 16 13 19 20
Eagan High School 7 11 14 13 20
Hastings High School 14 19 17 19 19
Eastview High School 11 9 14 7 19
Park High School 36 27 21 18 16
Tartan Senior High School 1 2 11 14
Randolph High School 1 11 15 5 13
Cannon Falls Jr-Sr High School 5 6 4 10 9
Henry Sibley High School 12 12 10 10 9
Woodbury High School 2 6 6 10 8
Farmington Senior High School 22 8 12 8 8
North High School 6 5
Apple Valley High School 3 4 3 5 5
Lakeville North High School 2 4 1 51 4
Step Academy 2 2 3
New Prague High School 1 2
Stillwater Area Senior Hs 1 4 1 1 2
Northfield High School 3 3 7 1
Mts Minnesota Connections Academy 4 1 2 3 1
School Of Environmental Study 1 3 3 2 1
Highland Park Senior High School 1 1 3 1 1
Saint Agnes High School 1 1
Bluesky Charter School 1
Lakeville Area Learning Center 1
Source: Operational Data. ST_TERM_DATA, final records except for fall 2015 which is 30th
day record
Table 25 PSEO Enrolled Home School Students
Fall 2011 Fall 2012 Fall 2013 Fall 2014 Fall 2015*
Home School 35 29 27 30 37
Source: Operational Data. ST_TERM_DATA, final records except for fall 2015 which is 30th
day record
Student Engagement and Satisfaction
Community College Survey of Student Engagement The Community College Survey of Student Engagement (CCSSE) is a national survey that focuses on student
engagement (the amount of time and energy that students invest in meaningful educational practices).
Inver Hills first administered the CCSSE in spring 2009. Five key scales, or benchmarks, provide an overview of
the critical areas of student engagement: Active and Collaborative Learning, Student Effort, Academic
Challenge, Student–Faculty Interaction, and Support for Learners. MnSCU Colleges are required to administer
the CCSSE at least every other year. IHCC’s benchmark scores below are in comparison to the MnSCU
IHCC 2015 Fact Book Page 34
Colleges that participated that year (see Figure 38). For the 2015 survey administration, IHCC is performing
better than the MnSCU Colleges.
Figure 38 Comparison of Benchmark Areas
Source: CCSSE Institutional Report, 2011, 2013, and 2015. Each benchmark score is calculated by averaging the scores on survey
items that comprise the benchmark. All means are weighted by full-time and part-time status to compensate for oversampling of
full-time students.
Student Outcomes
Average Retention, Transfer, Graduation, and Success Rates Averages are shown for the five most recent cohorts for which data is available, 2009-2013 (see Figure 39).
Averages for second spring, third fall, and third spring do not include all cohorts as that data is not yet
available for the most recent cohorts.
Figure 39 Average Retention, Transfer, Graduation, and Success Rates Entering Cohorts 2009-2013
Source Accountability Framework/Student Persistence and Completion Note: Retention is measured from the beginning of the semester; transfer, graduation and total success are measured from the end of the semester. Data is not available at all measurement points for all cohorts.
42
44
46
48
50
52
54
56
58
Active andCollaborative
Learning
Student Effort AcademicChallenge
Student-FacultyInteraction
Support forLearners
Score 2011 IHCC
2011 MnSCU
2013 IHCC
2013 MnSCU
2015 IHCC
2015 MnSCU
84.6%
66.8% 64.6% 63.0% 64.2%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
1st Spring 2nd Fall 2nd Spring 3rd Fall 3rd Spring
Avg.Retention Avg.Transfer Avg. Graduation Avg. Success
IHCC 2015 Fact Book Page 35
Retention, Transfer, and Graduation – MnSCU Accountability Dashboard Entering full-time students are tracked in cohorts to determine retention, transfer, and graduation rates.
Cohort years refer to the first fall semester of students entering IHCC. The success rate is the percentage of
students who have either graduated, transferred, or been retained. Table 26 presents outcomes for the five
most recent cohorts for which data is available. Outcome rates are shown from first spring through third
spring.
Table 26 New Full-time Regular and Transfer Students
Cohort # in
Cohort Measure
First Spring
Second Fall
Second Spring
Third Fall
Third Spring
2009
1068
% Retained 79.2% 46.6% 39.6% 23.2% 18.1%
% Transferred 3.1% 13.6% 16.7% 24.4% 27.0%
% Graduated 6.2% 8.8% 14.2% 17.9% 21.6%
% Success 85.2% 67.5% 65.3% 62.8% 70.2%
2010
1023
% Retained 76.5% 44.5% 38.9% 25.9% 18.6%
% Transferred 3.6% 13.7% 17.3% 24.8% 26.2%
% Graduated 5.0% 7.4% 10.9% 15.3% 19.7%
% Success 82.1% 64.3% 63.7% 63.4% 63.2%
2011
905
% Retained 80.0% 48.0% 40.7% 22.9% 16.9%
% Transferred 3.2% 11.8% 13.9% 21.7% 24.2%
% Graduated 4.8% 7.2% 12.7% 17.8% 21.7%
% Success 84.6% 66.1% 62.0% 59.4% 59.3%
2012 808
% Retained 80.0% 50.1% 44.2% 26.7%
% Transferred 3.1% 13.7% 15.5% 24.6%
% Graduated 4.6% 7.5% 13.4% 17.2%
% Success 84.7% 69.9% 67.5% 66.3%
2013 797
% Retained 82.9% 48.8%
% Transferred 2.6% 12.8%
% Graduated 3.5% 6.3%
% Success 86.6% 66.4% Source: Accountability Framework, Student Persistence and Completion. Data is not yet available for shaded cells.
Changes over Time – Status at Third Spring
The overall success rate has decreased from 70% for the fall 2009 cohort to 59% for the fall 2011 cohort (the
last for which 3rd spring data is available). This is due in part to a decrease in transfer rates at the third spring
– from 27% for the fall 2009 cohort to 24% for the fall 2011 cohort. Additionally, there has been a decrease in
retention measured at the beginning of the semester, and a further decrease in retention during the
semester due to attrition. Graduation rates at the third spring have remained fairly consistent.
Second Fall Persistence and Completion Rates – MnSCU Accountability Dashboard
Underrepresented Students
The second fall persistence and completion rate for underrepresented students (MN definition) is a MnSCU
accountability measure. Also known as the success rate, it shows the percent of students who are either
IHCC 2015 Fact Book Page 36
persisting at IHCC (retained), have transferred to another institution, or have graduated at the cohort’s
second fall semester. This measure includes only full-time regular and transfer students who are
underrepresented and were new entering students in the semester noted.
The point of measurement for student success is determined based on a student’s entering (cohort) year. At
this time, cohorts are defined as new students entering in the fall semester of a fiscal year. IHCC’s second fall
success rate for underrepresented students has varied over the past several years from 61% for the fall 2004
cohort, to 75% for the fall 2008 cohort. In the past five years, the student success rate at IHCC ranged from
63% to 68% (see Figure 40). The data is shown in comparison to the average for MnSCU 2-year institutions.
Figure 40 Underrepresented Students: Second Fall Success Rate
Source Accountability Framework/Student Persistence and Completion Note: Retention is measured from the beginning of the semester; transfer, graduation and total success are measured from the end of the semester.
Table 27 shows retention, transfer, graduation, and success rates for IHCC underrepresented students in
comparison to those rates for MnSCU 2-year colleges. In 2012, IHCC had slightly higher retention, transfer,
and success rates than the comparison group.
Table 27 Underrepresented Students: Second Fall Persistence and Completion for First-time Students
Fall Cohort Institution # in Cohort Retained Transferred Graduated Success
2009 IHCC 574 45.1% 11.7% 7.5% 64.3%
MnSCU 2-year colleges 17,121 48.9% 10.1% 7.7% 66.8%
2010 IHCC 607 45.1% 11.9% 5.8% 62.8%
MnSCU 2-year colleges 16,744 48.8% 9.3% 6.8% 64.9%
2011 IHCC 546 48.0% 10.8% 5.9% 64.7%
MnSCU 2-year colleges 15,069 48.5% 8.9% 7.2% 64.5%
2012 IHCC 464 49.6% 12.9% 5.4% 67.9%
MnSCU 2-year colleges 14,665 47.7% 9.4% 7.7% 64.8%
2013 IHCC 472 47.9% 9.5% 6.4% 62.7%
MnSCU 2-year colleges 13,705 47.5% 9.2% 10.5% 65.1%
Source: Accountability Framework: Persistence and completion, Underrepresented students
Note: Retention is measured from the beginning of the semester; transfer, graduation and total success are measured from the end of the semester.
40%45%50%55%60%65%70%75%80%
2009 2010 2011 2012 2013
Cohort Year
IHCC MnSCU Colleges
IHCC 2015 Fact Book Page 37
Students of Color
Another accountability measure is persistence and completion rates for students of color. The overall success
rate for students of color at IHCC has been similar to, or slightly higher than the success rate for MnSCU 2-
year colleges as a whole. Figure 41 shows the IHCC and MnSCU success rates for the past five years for which
data are available. Table 28 includes the number of students of color in the last five entering cohorts and the
percentages retained, transferred, or graduated at the second fall semester for IHCC and for MnSCU colleges.
Figure 41 Students of Color Persistence and Completion IHCC vs. MnSCU
Source: Accountability Framework: Persistence and completion, Students of Color
Table 28 Students of Color Persistence and Completion IHCC vs. MnSCU
Cohort Institution # SOC in Cohort Retained Transferred Graduated Success
2009 IHCC 283 44.9% 12.4% 8.8% 64.7%
MnSCU 2-year colleges 6,338 45.6% 11.8% 7.0% 63.0%
2010 IHCC 294 43.9% 10.2% 5.4% 58.5%
MnSCU 2-year colleges 6,194 45.3% 10.3% 5.8% 59.8%
2011 IHCC 266 43.2% 13.2% 5.6% 61.3%
MnSCU 2-year colleges 5,954 46.0% 9.8% 6.7% 61.1%
2012 IHCC 206 48.5% 11.2% 4.9% 64.6%
MnSCU 2-year colleges 6,038 45.9% 10.5% 6.3% 61.4%
2013 IHCC 232 52.2% 8.6% 4.7% 64.7%
MnSCU 2-year colleges 5,903 45.6% 10.9% 7.1% 62.3% Source: Accountability Framework: Persistence and completion, Students of Color
Note: Retention is measured from the beginning of the semester; transfer, graduation and total success are measured from the end of the semester.
Figure 42 compares persistence and completion rates for students of color and white students at IHCC. In fall
2008 combined persistence and completion rates for students of color versus white students were less than
1% different. Over the next several years the difference increased to as much as 8%, however in fall 2013 the
difference declined to 2%.
40%
45%
50%
55%
60%
65%
70%
75%
80%
2009 2010 2011 2012 2013
IHCC SOC MnSCU Colleges
IHCC 2015 Fact Book Page 38
Figure 42 IHCC Persistence and Completion: Students of Color vs. White Students
Source: Strategic Framework Performance Measures
Completion rates for IHCC students of color have been consistently lower than completion rates for white
students (see Figure 43). The difference in completion rates has ranged from 5% in 2008 to over 14% in 2011.
Figure 43 IHCC Completion: Students of Color vs. White Students
Source: Strategic Framework Performance Measures
IPEDS Graduation and Transfer-out Rates Graduation and transfer-out rates within three years (150% of normal time to graduate) are calculated based
on cohort groups for new first-time full-time degree- and certificate-seeking students who enter IHCC each
fall. Data is reported to the US Department of Education Integrated Postsecondary Education Data System
50%
60%
70%
80%
FALL2005
FALL2006
FALL2007
FALL2008
FALL2009
FALL2010
FALL2011
FALL2012
FALL2013
Persistence and Completion
Students of Color White Students
30%
40%
50%
60%
FALL2005
FALL2006
FALL2007
FALL2008
FALL2009
FALL2010
FALL2011
FALL2012
Completion
Students of Color White Students
IHCC 2015 Fact Book Page 39
(IPEDS) each year, and is part of the Student-Right-to-Know information. Comparison data is provided for
similar institutions. See Figure 44 below for a breakdown of this data.
Figure 44 IPEDS Graduation and Transfer-out Rates by Fall Cohort using IPEDS Peer Group
Source: IPEDS Feedback Reports
Awards Granted Table 29 shows how many awards were granted each year. The Associate of Arts (AA) degree has shown the
largest increase in awards granted in the last five years, from 325 in 2011 to 363 in 2015.
Table 29 Awards Granted by Type of Degree or Certificate
Award Type 2011 2012 2013 2014 2015
AA 325 336 335 360 363
AAS 28 28 29 20 18
AFA 8 6 6 2 6
AS 338 369 365 356 354
Total Degrees 699 739 735 738 741
Certificates 270 236 236 161 229
Total Awards 969 975 971 899 970
Source: Management Reports/Academic/Awards Granted
The number of degrees (see Table 30) and certificates (see Table 31) granted are shown below. Programs are
listed only if they were active as of the first day of FY 2015.
Table 30 Associate Degrees Granted by Program
Program 2011 2012 2013 2014 2015
Accounting (AS) 11 7 20 33 23
Art (AFA) 8 6 6 2 6
Biology 4 1 3 6
16% 19%
15% 17%
19% 16%
18% 17% 14%
16%
35%
22%
30%
21%
40%
30% 33%
29%
34%
29%
IHCC Peers IHCC Peers IHCC Peers IHCC Peers IHCC Peers
2006 cohort (2010Report)
2007 cohort (2011Report)
2008 cohort (2012Report)
2009 cohort (2013Report)
2010 cohort (2014Report)
Graduation Rate Transfer Rate
IHCC 2015 Fact Book Page 40
Program 2011 2012 2013 2014 2015
Building Inspection Technology (AAS) 1 3 2 1
Chemistry 3 4 2 4
Computer Programmer (AAS) 1 1
Computer Science (AS) 3 1 1 1
Construction Management (AS) 3 2 4 2
Contemporary Business (AS) 33 29 25 28 49
Contemporary Business Practice (AAS) 5 6 5 5 7
Criminal Justice (AS) 27 20 33 32 18
Education Foundations 4 14 8 16
Emergency Health Services (AS) (Emergency Medical Services) 12 21 18 10 9
Engineering Fundamentals 8 9 4
Exercise Science 3 4 3 4
Human Service Worker (AS) 21 21 29 20 29
Individualized Professional Studies (AS) 32 53 45 55 52
Law Enforcement (AS) 34 33 49 35 28
Legal Administrative Assistant (AS) 4 2 2 2 1
Liberal Arts and Sciences (AA) 325 336 334 360 363
Microcomputer Software Support Spec. (AAS) 1 2 1
Network Technology and Security (AAS) 22 18 19 15 8
Nursing (AS) 103 113 78 83 70
Paralegal (AS) 46 45 38 31 38
Physical Education (AS) 2 1 1
Source: Management Reports/Academic/Awards Granted
Table 31 Certificates Granted by Program
Program 2011 2012 2013 2014 2015
Advanced Network Technology
2
Child Care Teacher 4 2 1 1
Community Health Worker
Construction Management 2 1 1
Customer Service 1 3 1 1
Emergency Medical Technician 92
eMarketing
1
Human Resource Management 12 12 7 7 7
Human Services Assistant 1 1 1 2
IP Telephony 3 1
IT Help Desk 2 2 3 2 2
Legal Administrative Assistant 2 1
Marketing and Sales 1 3 1 1 1
Microsoft IT Professional 1 1 1 1
IHCC 2015 Fact Book Page 41
Program 2011 2012 2013 2014 2015
Network Security
Nursing Assistant 187 144 157 90 55
Office Technology 2 1
Paralegal 25 33 33 34 35
Paramedic 9 10 14 14 19
Pre CCJLE 5 6 1 3 2
Professional Writing 2
Project Management 2 1 5 5
Small Business Development 2 5 2 2
Supervision 6 10 6 1 5
Source: Management Reports/Academic/Awards Granted
Glossary Academic year (AY) – Starts with the fall semester and ends with the following summer semester.
Completion rate – Percent of an entering cohort of full-time undergraduate regular and transfer students
that has completed. Completion is measured as graduation or transfer by the end of the third spring after
entry at the colleges.
Continuing student – A continuing student has attempted credits at IHCC previous to the semester of focus.
Duplicated headcount – The sum of the enrollment each semester. If a student is enrolled during two
semesters, he or she is counted twice.
First generation –Refers to whether a student is the first generation in his or her family to attend college.
There are different definitions of first generation used by the Federal and Minnesota state governments.
First generation (Federal) –Neither parent has attained a bachelor’s degree. This is the definition used by
the federal government in funding many programs related to higher education; it is also the commonly
accepted definition for private foundations and other organizations focused on college access.
First generation (MN) –Neither parent received any postsecondary education. This definition was
established by the Minnesota Legislature and can be found in Laws of Minnesota 2003, Chapter 133, Article
1, Section 3, Subd. 3. This definition is commonly used by MnSCU.
Fiscal year (FY) – Starts with the summer semester and ends with the following spring semester. It is named
for the calendar year in which the fiscal year ends. It begins July 1 and ends June 30th.
Full-time student – In fall and spring semesters, full time status is defined as registered for 12 or more
credits. In summer semester, full time status is defined as registered for six or more credits.
Full-year equivalent (FYE) – The number of full-year equivalent students. This is calculated by dividing total
student credit hours by 30.
Graduation rate – Number of students who have received a degree or certificate divided by total number of
students in cohort. MnSCU measures the student’s status at the end of the semester. IPEDS measures
graduation as of August 31 three years after the fall entry date.
High school non-PSEO – The student is currently enrolled at both a high school and IHCC (or is
homeschooled) and is not part of the PSEO program.
Hybrid course – A hybrid course is a course that is web-enhanced with limited seat time. A significant
portion of the course is delivered via the web. Differs from internet/online courses in that the class does
IHCC 2015 Fact Book Page 43
have scheduled meetings beyond initial orientation sessions. Meeting time less than for traditional sections
of the course. Also known as a blended or web-enhanced course.
IPEDS – Integrated Postsecondary Education Data System – the primary source for data on colleges,
universities, and technical and vocational postsecondary institutions in the United States who participate in
the Federal Financial Aid Program. Part of NCES (National Center for Educational Statistics).
http://nces.ed.gov/ipeds/about/
Low income – For data shown here, low income is defined as Pell eligible. However, there are other
definitions of low income that may be used for specific grants or other projects.
New student – A new student has not attempted credits at IHCC previous to the semester of focus. Students
who are new in the summer are also counted as new students in the fall cohort.
Online course – An online course is a course that is delivered entirely or predominantly online. Student
participation may include synchronous or asynchronous activities which only requires a cohort meeting at
the beginning or once during the course. Also known as an internet course.
Part-time student – In fall and spring semesters, part time status is defined as registered for less than 12
credits. In summer semester, part time status is defined as registered for less than six credits.
Pell eligible – The student is eligible to receive a Pell grant, a type of federal grant targeted toward students
from low income families. Pell eligibility is often used to indicate that the student is from a low-income
family.
PSEO student – A PSEO student is a high school junior or senior enrolled at IHCC through the Post-Secondary
Enrollment Options (PSEO) program. PSEO is a statewide program through which high achieving high school
students receive both high school and college credit for courses completed at colleges.
http://www.mnscu.edu/admissions/pseo.html
Retention rate – Number of students who registered for a semester divided by total number of students in
cohort. This refers to the student’s status at the beginning of the semester for the MnSCU Accountability
Dashboard. http://www.mnscu.edu/board/accountability/index.html
Student persistence and completion (MnSCU) – Number/percent of the entering cohort of full-time
undergraduate regular and transfer students that have been retained, graduated or transferred by the
second fall semester following original fall enrollment.
Success rate – The sum of the number of students in the entering cohort who have graduated, transferred,
or are retained at the college during the specified semester. On bar graphs, the difference between 100%
and the sum of the retained, graduated, and transferred percentages represents the students who were
neither retained, transferred, nor graduated. Retention is measured at the beginning of the semester;
transfer, graduation, and success are measured at the end of the semester.
IHCC 2015 Fact Book Page 44
Traditional course – A traditional course is course in which all instruction is face to face in a classroom
setting. The internet and/or the instructional management system (D2L) might be required for components
of the course (e.g. grades, assignments, homework).
Transfer rate – Number of students who enrolled at another post-secondary institution divided by total
number of students in cohort. The MnSCU Accountability Dashboard measures the student’s status at the
beginning of the semester. IPEDS measures transfer as of August 31 three years after the fall entry date.
Undergrad previous degree – Student has earned a previous post-secondary degree of any type.
Undergrad regular – First-time student, or a student who has not attended college previously.
Undergrad transfer – Student has previously completed coursework at other postsecondary institutions.
Undergrad unclassified – Non-degree-seeking student. Student can register for a maximum of 10 credits
each semester.
Underrepresented – A student is considered underrepresented if he or she fits into at least one of the
following categories: (1) student of color; (2) low income; or (3) first generation. Because there are two
definitions of first generation, there are two definitions of underrepresented. Underrepresented students
are reported on here using the MnSCU definition of first generation. For data shown here, low income is
defined as Pell eligible. However, there are other definitions of low income that may be used for specific
grants or other projects.
Unduplicated headcount – A count of how many different individual students were enrolled at the college
over the course of the year. Each student is counted once.
Useful Links to Data Sources
http://www.mnscu.edu/board/accountability/index.html
The MnSCU Accountability Dashboard site, which provides data on the measures currently being tracked by
MnSCU for all Colleges and Universities. Also provides links to other dashboard tools (Composite Financial
Index, Enrollment, Facilities Condition Index, Licensure Exams Pass rate, Student Persistence and
Completion, and Tuition and fees. (Note: Some data requires a password, and some is public.)
http://nces.ed.gov/ipeds/about/
Integrated Postsecondary Education Data System. All institutions whose students receive Federal Financial
Aid are required to participate. There is a large amount of public information available on the site.
http://nces.ed.gov/collegenavigator/
College Navigator provides an easy way to find programs and other college data.
http://www.its.mnscu.edu/reportanddataservices/managementreports/academicreports.php
Management Reports from MnSCU. Aggregated Information by institution or for System in the categories of
Academic, Admission, Custom Training, Distance Learning, Enrollment, Facilities, Finance, HR, and Students.
Strategic Framework Performance Metrics: Measures and Definitions
Strategic Framework Performance Measures report including definitions of terms used by the MnSCU
system in measuring student outcomes.