Division Meeting

January 30, 2015

A learning organization is an

organization skilled at creating, acquiring, and transferring knowledge, and at modifying its behavior to reflect new knowledge and insights.

-Garvin (1993)

Thoughts for Reflection

• What will a future graduate of Carolina look like?

• What am I doing in my work area to contribute to achieving our university’s mission?

• What am I doing to learn more about and understand our students and their college environment?

• How am I participating in “learning organizations” to learn about and utilize best educational and business practices?

Thoughts for Reflection

• In what ways am I engaged in my own professional and personal development that add value to my contributions to my work, my family, and my community?

• In what ways do I model behavior for our students?

Our Commitment to the University’s Mission

On Your Time

USC Connect and GLD

OneCarolina

Student Success Collaborative and BTCMTM

Secure Carolina

Our Commitment to the University’s Mission

Addressing the Campus Rape Culture

Campus Safety

Recruitment, Retention, and Delivering on the Promise

Calendaring

Value-added student experiences

Our Division’s Focus

• Strategic planning, assessment, and innovation

• First-year study

• Division master facilities plan

• OneCarolina

Our Division’s Focus

• BIG DATA: high tech-higher TOUCH

• The cost of high risk student behavior

• Student populations and programs to scale

• Student employability

• Personal and professional development

• Graduate student services

New Performance Criteria

• Freshman to sophomore

retention rates

• Sophomore to senior

persistence rates

• Graduation rates

• Length of time to degree

• Placement

• Gainful employment

• Manageable debt

• Institutional default rates

• Value added

• Lifelong learner

• # of Pell Grant recipients

NEXT: Transferability

Astin’s Input - Environment - Outcomes Model

INPUT

ENVIRONMENT

OUTCOMES

• Undergraduate enrollment

• Average SAT

• Persistence

• Graduation

• Employability

WTC – Degree Programs, Courses

BTC Matters - Involvement

• Student Affairs & Academic Support

• Undergraduate Research

• International Programs

o Internships

o Service

o Leadership

• 24,000+ undergraduates

• 5,046 new freshmen

• Average SAT score: 1207

- Astin (1993)

25Source: Bill & Melinda Gates Foundation, 2014.

USC Enrollment Summary 2004-2014

* Most up-to-date data available

59

2004 2014 Change

Freshman Applications 12,261 23,346 +11,085

Freshman Class 3,356 4,970 +1,614

Freshman Class Yield 40.6% 32.2% -8.4%

Average SAT 1146 1210 +64

Freshman Honors Enrollment 265 436 +171

First to Second Year Retention 83.1% 88.1%* +5%

4-Year Graduation Rate 45.7% 54.9%* +9.2%

6-Year Graduation Rate 67.5% 72.8%* +5.3%

USC Columbia Headcount Enrollment

Total

28,481

29,597

30,721

31,288

31,964

32,972

13

29

Headcount and FTE Student

SEC Comparison Peer & Peer Aspirant Comparison

SEC AverageHeadcount – 35,046

Reported FTE – 29,973

Peer & Peer Aspirant AverageHeadcount – 35,636

Reported FTE – 31,076

Source: Integrated Postsecondary Education Data System – IPEDS Finance Reports FY2013

USC Fall 2014 Freshmen Enrollment Funnel

4,970 (32%)

15

15,391 (66%)

23,346 (28%)

82,830 (37%)

226,240

0 50,000 100,000 150,000 200,000 250,000

Enrollees

Admits

Applicants

Inquiries

Prospects

USC Total Undergraduate Enrollment (headcount)

[Provost’s Dashboard]

18000

20000

22000

24000

2006 2007 2008 2009 2010

Year

2011 2012 2013 2014

Tota

lUn

der

grad

uat

eEn

rollm

ent

26000

24,864

28[Data point for 2014 is preliminary.]

28000

30000

USC Columbia

Peers

Aspirants

11,61212,263

12,878 12,954 12,830

6,772 7,0327,492 7,740 7,688

3,159 3,266 3,6444,006 4,138

0

2,000

4,000

6,000

8,000

10,000

12,000

14,000

Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013

USC System

USC Columbia

Clemson University

Coastal Carolina University

Winthrop University

Francis Marion University

College of Charleston

Non-White Enrollment at

South Carolina Institutions

46

African-American Enrollment

at South Carolina Institutions

47

6,715

7,1517,433

7,2747,074

3,126 3,2423,440 3,466 3,376

0

1,000

2,000

3,000

4,000

5,000

6,000

7,000

8,000

Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013

USC System

USC Columbia

Francis Marion University

Coastal Carolina University

Winthrop University

Clemson University

College of Charleston

$60,000,000

$50,000,000

$40,000,000

$30,000,000

$20,000,000

$10,000,000

$02011/2012 2012/2013 2013/2014

Palmetto Fellows

LIFE Scholarship

HOPE Scholarship

SC Need-Based Grant

USC Columbia – SC Education Lottery Scholarship Awards

Annual Total $50,746,353 10,304 $53,505,246 10,970 $55,338,302 11,010

33

Amount # of Students Amount # of Students Amount # of Students

12,032,701 1,538 12,583,013 1,587 13,529,477 1,681

35,554,623 6,728 37,224,328 6,909 38,521,343 7,082

793,071 323 590,185 229 616,542 242

2,365,958 1,715 3,107,720 2,245 2,670,940 2,005

68% 67%69%

94%

90%92%

36%

39% 39%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Fall 2012 Fall 2013 Fall 2014

LIFE

Palmetto Fellows

HOPE to LIFE

Conversion

USC Columbia First to Second Year

State Scholarship Retention Rate

34

Program

Graduation Rate

77%

Gamecock Guarantee

Selection Procedures

1. SC Resident

2. Regular USC

acceptance

3. Parents not 4-yr degree

holders

4. Eligible for full Pell Grant

Program Benefits

1. At least $2,500 award

2. Support of a learning

community

3. Guarantee of full grant

support for tuition & fees

Profile of 2014 Recipients1. Average family income --

$16,413

2. Gender – 58% Female

3. Race• White (50%)

• Black (31%)

• Other (19%)

2014 Gamecock Guarantee Freshmen

Average FAAward

• $23,862

Gift Aid as a Percent of Total Award

• 97% Gamecock Guarantee

• 66% Overall Freshmen

Loans as a Percent of Total Award

• .3% Gamecock Guarantee

• 34.3% Overall Freshmen

SC School Districts

Represented

80 of 83

Average Freshman to Sophomore Retention,

2008 to 2013

• 93%

875

Students Served

2008-2014

40

18

25Source: Brown Center for Education Policy at Brookings, 2014.

201

70%

59%54%

50%

40%

30%

20%

10%

0%

60%

70%

100%

90%

80%

Class of 2010 Class of 2011 Class of 2012 Class of 2013

Percentage of Undergraduate Students with Student Loan Debt at Graduation

Percentage of Students with Student Loan Debt at Graduation - National

Percentage of Students with Student Loan Debt at Graduation - SC Percentage

of Students with Student Loan Debt at Graduation - USC Columbia

Source: Complete College America, 2014. 181

28

29

30

Source: Darla Moore School of Business Division of Research, November 2013 31

The South Carolina Education-Workforce Mismatch in 2030

Increase in Population

Through 2030 (Supply)

Increase in Employment Through 2030

(Demand)

AbsoluteDifference

AdjustedDifference

High School Diploma or Lower 154,394 288,860 134,466 106,182

Some College 67,014 56,624 (10,390) 4,656

Associate's Degree 28,250 66,844 38,594 44,010

Bachelor's Degree or Higher 78,840 141,556 62,716 70,540

Totals 328,498 553,884 225,386 225,388

Top College Benefits Identified by Prospective Students

• Being able to pursue a personally fulfilling career path.

• Having skills that will enable them to enter a specific career.

• Being adaptive for future careers and career changes.

• Learning to apply academic concepts to real-world situations.

-Eduventures (2014)

33

• Health Professions

• Business and Management

• Engineering

• Biological Sciences

• Education

Top 5 Intended Majors: 2014 SAT Takers

In 15 years from now,half of U.S. universitiesmay be in bankruptcy.

34

- Clayton Christensen

America’s College Promise:”two years of community college freefor responsible students”

35

10

6

KEY

QUESTION

SS T U D E N T H O U S I N G M A S T E R P L A N U P D AT E

36

What types of housing do today’s USC

students demand?

What factors have led to changes from the

2011 Housing Master Plan?

What should USC do about housing on South

Campus?

How should any future housing projects be

funded?

What are the next steps for the University?

10

7

Summary of Housing Considerations

37

1. Enrollment has grown 25% since 2010-2011 when data wascollected for the 2011 Housing Master Plan. This hasresulted in fewer on-campus beds for upper classmen. Improvements in retention rates will further increase the number of upper classmen and the on campus demand.

2. Despite the recent proliferation of private housing near the campus, there is still much demand for on-campus beds.

3. The off-campus marketplace is providing apartment-style beds. As we focus primarily on housing Freshmen andSophomores on campus, suite-style units are most effective in serving these students and are more cost efficient.

10

8

Summary of Housing Considerations continued

38

4. Housing a higher percentage of sophomores is desirable for academic performance and market share reasons. The vast majority of freshmen are confronted with the reality that they must determine and commit to an off-campus housing situation for their sophomore year very early in their freshman year.

5. Potential future enrollment growth will see disproportionategrowth in out-of-state students, international students andGamecock Gateway students. On campus beds are especiallydesirable to these demographics.

6. Capital Improvements in existing residential buildings must continue to be implemented and the revenue stream must be capable of funding these projects.

10

9

Summary of Housing Considerations continued

39

7. Past enrollment growth, current demand, and changingstudent demographics support 3,800 new beds on campus.

NASPA Thoughts and Predictions for 2015

• The national attention on gender-based violence on college campuses will continue.

• Activism and campus protests will increase.

• Increased emphasis on enforcing underage drinking policies.

• Colleges will continue to move toward a “zero-tolerance” policy related to college fraternities.

-Kruger (2015)

NASPA Thoughts and Predictions for 2015 (cont’d)

• More emphasis on degree progress and completion for low-income and first-generation students.

• Documenting learning outside of the classroom will gain more traction on campus.

• Colleges will continue to focus on career development and employability.

• The role of technology and social networking in student affairs will continue to increase.

-Kruger (2015)

The Future of Higher Education: Ten Innovations

• Learning Analytics

• Microcredentialing

• Competency-Based Education

• Personalized Adaptive Learning

• Curricular Optimization

-Mintz (2014)

The Future of Higher Education: Ten Innovations (cont’d)

• Open Educational Resources

• Shared Services

• Articulation Agreements

• Flipped Classrooms

• One-Stop Student Services

-Mintz (2014)

The Future of Higher Education: New Educational Models

• New Pathways to a Bachelor’s Degree

• The Bare-bones University

• Experimental Models

• Corporate Universities

• All of the above

-Mintz (2014)

The Disciplined Pursuit of Less:The Clarity Paradox

• Phase 1: When we really have clarity of purpose, it leads to success.

• Phase 2: When we have success, it leads to more options and opportunities.

• Phase 3: When we have increased options and opportunities, it leads to diffused efforts.

• Phase 4: Diffused efforts undermine the very clarity that led to our success in the first place.

-McKeown (2012)

Thank you for all you do to make Carolina a better place to be!

Shout - outs

Questions?–And Closure

References

• Astin, A. (1993). Assessment for excellence: The philosophy and practice of assessment and evaluation in higher education. Phoenix, AZ: Oryx Press.

• Garvin, David. “Building a Learning Organization.” Harvard Business Review July 1993: 78-92.

• Kruger, K. (2015, January 5). NASPA Right Now – January Thoughts and Predictions for 2015. Student Affairs Administrators in Higher Education. Retrieved from: http://www.naspa.org/about/blog/naspa-right-now-january-thoughts-and-predictions-for-2015.

• McKeown, G. (2012, August 8). The Disciplined Pursuit of Less. Harold Business Review: HBR Blog Network. Retrieved from http://blogs.hbr.org/cs/assets_c/2012/08/HPOC_DR-2090.html.

• Mintz, S. (2014, September 30). The Future of Higher Education. Inside Higher Ed. Retrieved from https://www.insidehighered.com/blogs/higher-ed-beta/future-higher-education.

• O’Leary, H. (2014, December 16). Stop Falling Into the “Me Too” Trap: Communicate Your Unique Benefits. Eduventures. Retrieved from http://www.eduventures.com/2014/12/stop-falling-trap-communicate-unique-benefits/.