FACT BOOK 2016 - Inver Hills Community College · 2017-06-20 · rolling calendar to the Federal...

FACT BOOK 2016

IHCC 2016 Fact Book Page i

Strategic Framework for Minnesota State Colleges and Universities Minnesota State Colleges and Universities (Minnesota State) 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. Through equity and inclusion, we will enrich individual lives and support our

diverse communities, locally and globally.

Our Values At Inver Hills Community College, we value:

Student success

Excellence and innovation in education

Caring for our environmental, human, and financial resources

Equity, inclusion, integrity and respect

Continuous improvement

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 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, Minnesota State management

IHCC 2016 Fact Book Page ii

reports 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.

Minnesota State Management Reports – These are created by Minnesota State and are available in

both public and private versions (password required).

EPM 11 – This indicates that data was obtained using a query created by Minnesota State which can

be customized by the user to provide institutional-level data.

Enrollment Analytic Tool – This is created by Minnesota State to allow enrollment data to be “cut”

according to specified variables.

Accountability Framework – Maintained by Minnesota State.

IPEDS Feedback Reports – IPEDS data is collected, compiled and reported by Minnesota State 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 2016 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 2016 ................................................................................................................................. 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 .............................................................................................................................................................. 21

Disability Status ........................................................................................................................................... 23

Veterans ...................................................................................................................................................... 24

Low Income Status/Pell Eligibility ............................................................................................................... 25

First Generation Status ............................................................................................................................... 26

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Underrepresented Status ........................................................................................................................... 29

Average Credit Load by Semester ............................................................................................................... 30

Admission Status ......................................................................................................................................... 31

Student Residence ...................................................................................................................................... 33

Top Feeder High Schools ............................................................................................................................. 34

Student Engagement and Satisfaction ................................................................................................................ 36

Community College Survey of Student Engagement ...................................................................................... 36

Student Satisfaction Inventory ....................................................................................................................... 37

Student Outcomes .............................................................................................................................................. 38

Average Retention, Transfer, Graduation, Transfer-Graduation, and Success Rates .................................... 38

Retention, Transfer, Graduation, Transfer-Graduation, and Success – Minnesota State Accountability

Dashboard ....................................................................................................................................................... 38

Changes over Time – Status at Third Spring ............................................................................................... 39

Second Fall Persistence and Completion Rates – Minnesota State Accountability Dashboard ................. 39

IPEDS Graduation and Transfer-out Rates ...................................................................................................... 43

Awards Granted .............................................................................................................................................. 43

Glossary ............................................................................................................................................................... 46

Useful Links to Data Sources ............................................................................................................................... 49

IHCC 2016 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 (FY) ...................................................................................................... 18

Table 9 Number of Students of Color, White Students, and Students with Unknown Race/Ethnicity (FY) ....... 19

Table 10 Number of Students by Race/Ethnicity (FY) ......................................................................................... 20

Table 11 Percentage of Traditional and Non-traditional Students (FY) .............................................................. 21

Table 12 Number of Traditional and Non-traditional Students (FY) ................................................................... 21

Table 13 Percentage of Students by Age Range (FY) .......................................................................................... 22

Table 14 Number of Students by Age Range (FY) ............................................................................................... 22

Table 15 Enrollment by Pell Eligibility (FY) .......................................................................................................... 26

Table 16 First Generation Status by Federal Definition: Neither Parent Has a Bachelor’s Degree (FY) ............. 27

Table 17 First Generation Status by Minnesota Definition: Neither Parent Attended any College (FY) ............ 28

Table 18 Underrepresented Students (FY) ......................................................................................................... 29

Table 19 Enrollment by Admission Status (FY) ................................................................................................... 32

Table 20 Average Credit Load by Admission Status (FY)..................................................................................... 33

Table 21 Enrollment by City of Student Residence ............................................................................................. 33

Table 22 New First-time Students – Top Feeder High Schools ........................................................................... 34

Table 23 Other New, First-Time Student Sources ............................................................................................... 35

Table 24 New PSEO Students – Top Feeder High Schools .................................................................................. 36

Table 25 PSEO Enrolled Home School Students ................................................................................................. 36

Table 26 New Full-time Regular and Transfer Students ..................................................................................... 38

Table 27 Underrepresented Students: Second Fall Persistence and Completion for First-time Students ......... 40

Table 28 Students of Color Persistence and Completion IHCC vs. Minnesota State .......................................... 41

Table 29 Awards Granted by Type of Degree or Certificate (FY) ........................................................................ 43

Table 30 Associate Degrees Granted by Program (FY) ....................................................................................... 44

Table 31 Certificates & Diplomas Granted by Program (FY) ............................................................................... 44

IHCC 2016 Fact Book Page vi

Index of Figures Figure 1 For-Credit Enrollment by AY: Headcount ............................................................................................... 2

Figure 2 Credit Enrollment and FYE ...................................................................................................................... 3

Figure 3 Noncredit Enrollment ............................................................................................................................. 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 ............................................................................................ 8

Figure 12 Number of Course Sections Offered by Media Type ............................................................................ 8

Figure 13 Percentage of Course Sections by Media Type ..................................................................................... 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 (FY) ................................................................................................... 14

Figure 19 Headcount and Average PLA Credits Earned per Student Attempting Credit .................................... 14

Figure 20 Percentage of New and Continuing Students in Fall Semesters ......................................................... 17

Figure 21 Percentage of Full-Time and Part-Time Credit Students by Semester ............................................... 17

Figure 22 Percentage of Students by Gender (FY) .............................................................................................. 18

Figure 23 Enrollment of Students of Color, White Students, and Students with Unknown Race/Ethnicity ...... 19

Figure 24 Percentage of Students by Race/Ethnicity (FY) .................................................................................. 20

Figure 25 Percentage of Traditional and Non-traditional Students (FY) ............................................................ 21

Figure 26 FY 2016 Students by Age Range .......................................................................................................... 22

Figure 27 IHCC Percentage of Students with Disabilities .................................................................................... 23

Figure 28 Percentage of Students Reporting Disabilities at Metro Colleges in Fall 2015 .................................. 24

Figure 29 IHCC Percentage of Veterans Enrolled ............................................................................................... 24

Figure 30 Estimated Number of Military Personnel at Metro Colleges in Fall 2015 .......................................... 25

Figure 31 Percentage of Enrollment by known Pell Eligibility ............................................................................ 25

Figure 32 Percent of Enrolled Students by Pell Eligibility (FY) ............................................................................ 26

Figure 33 Comparison of First Generation Students by Federal and Minnesota Definition (FY) ....................... 27

Figure 34 Percent of Enrolled Students by Federal First Generation Status (FY) ............................................... 28

Figure 35 Percent of Enrolled Students by Minnesota First Generation Status (FY) .......................................... 28

Figure 36 Percentage of Students with Known Underrepresented Status (FY) ................................................. 29

Figure 37 Percent of Enrolled Students by Underrepresented Status (FY) ........................................................ 30

Figure 38 Average Credit Load – Summer Semesters ......................................................................................... 30

Figure 39 Average Credit Load – Fall Semesters ................................................................................................. 31

Figure 40 Average Credit Load – Spring Semesters ............................................................................................ 31

Figure 41 Percentage of Enrollment by Admission Status (FY) ........................................................................... 32

Figure 42 Comparison of CCSSE Benchmark Areas ............................................................................................. 37

IHCC 2016 Fact Book Page vii

Figure 43 Comparison of SSI Summary Items ..................................................................................................... 37

Figure 44 Average Retention, Transfer, Graduation, and Success Rates Entering Cohorts 2009-2013 ............. 38

Figure 45 Underrepresented Students: Second Fall Success Rate ..................................................................... 40

Figure 46 Students of Color Persistence and Completion IHCC vs. Minnesota State ......................................... 41

Figure 47 IHCC Persistence and Completion: Students of Color vs. White Students ......................................... 42

Figure 48 IHCC Completion: Students of Color vs. White Students .................................................................... 42

Figure 49 IPEDS Graduation and Transfer-out Rates by Fall Cohort using IPEDS Peer Group............................ 43

IHCC 2016 Fact Book Page 1

IHCC Quick Facts – Fall 2016 Credit Enrollment 4998 unduplicated headcount 1567 full-year equivalent students 38% new students, 62% continuing 37% full-time; 63% part-time Demographics (Credit Students) 57% female; 42% male 68% traditional age; 31% adult students (26 or older) 33% students of color (of known status) 56% low income (Pell eligible – of known status) 56% neither parent has bachelor’s degree (of known status) 20% 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 11% Hispanic/Latino 6% Asian 3% Unknown or not reported 10% Black/African American 64% White 5% Two or more races Student Residence – Top Cities (Fall 2016 – Credit Students)

St. Paul Inver Grove Heights Eagan Cottage Grove Rosemount Top Feeder High Schools (Five-year average – First-time credit Students)

Park High School Rosemount High School Simley Senior 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 52% Traditional/classroom 27% Online 20% Hybrid Most Popular Programs of study by enrollment Liberal Arts (AA) Nursing (AS)/ seeking admission to Nursing Contemporary Business (AS) Criminal Justice (AS) Biology (AS) Average Credit Load Full-Time Students: 13.7 credits Part-Time Students: 6.6 credits Retention Rates (Fall 2014 entering cohort- new first-time full-time students)

78.6% retained to first spring 50.8% retained to second fall 3-Year Graduation & Transfer Rates (Fall 2012 entering cohort- new first-time full-time students)

17.8% Graduated 26.0% Transferred 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 except AY 15-16 which includes current records for summer 2016

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.

14823 14405 14049 1376512680

9028 8896 8507 84687830

AY 11-12 AY 12-13 AY 13-14 AY 14-15 AY 15-16*

Duplicated Headcount Unduplicated Headcount


Figure 2 Credit Enrollment and FYE

Source: Operational Data, EPM 11

Noncredit Enrollment by Fiscal Year

Up to 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 Minnesota State’s method

of counting these students (see Figure 3).

Figure 3 Noncredit Enrollment

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.

9036 90838544 8583

8085

15004 1476514097 14043

129744144

4056

3945

3814

3552

2012 2013 2014 2015 2016

Fiscal Year

Unduplicated Headcount Duplicated Headcount FYE

4334 4307

68897715 7718

4538 4428

85259266

9795

2012 2013 2014 2015 2016

Fiscal Year

Unduplicated Headcount Duplicated Headcount


Figures 4 through 6 show total unduplicated headcount (full-time and part-time) and seats sold for the past

10 years by semester.

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 1928 3564 5492 15024 2.74

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

SPRING 2016 1718 3412 5130 13754 2.68

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

Figure 4 Fall Unduplicated Headcount and Seats Sold


0

5000

10000

15000

20000

4800

5300

5800

6300

FALL2006

FALL2007

FALL2008

FALL2009

FALL2010

FALL2011

FALL2012

FALL2013

FALL2014

FALL2015

Seats SoldUndup HC

10 Year Fall Unduplicated Headcount and Seats Sold

TOTAL UNDUPLICATED HEADCOUNT NUMBER OF SEATS SOLD


Figure 5 Spring Unduplicated Headcount and Seats Sold


Figure 6 Summer Unduplicated Headcount and Seats Sold


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 4% for college-level courses and 15% for

developmental courses. However, over the past five years the number of seats sold has decreased by 16% for

college-level courses and by 42% for developmental courses. See Figures 7 and 8.

0

5000

10000

15000

20000

4800

5300

5800

6300

Seats SoldUndup HC

10 Year Spring Unduplicated Headcount and Seats Sold


010002000300040005000

010002000300040005000

Seats SoldUndup HC

10 Year Summer Unduplicated Headcount and Seats Sold



Figure 7 Seats Sold - College Level Courses

Source: Management Reports/Academic/Class size by level

Figure 8 Seats Sold-Developmental Classes


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 11% in college level courses and by 40% in

developmental courses (see Figure 10). FYE is calculated by dividing total credits sold by 30.

35950

3488833742

32400

30362

2012 2013 2014 2015 2016

Fiscal Year

3478 3445

2911

2478

2034

2012 2013 2014 2015 2016

Fiscal Year


Figure 9 FYE College Level vs. Developmental


Figure 10 Developmental and College Level FYE


Course Offerings and Enrollment by Media Type

Number of Sections Offered and Seats Sold by Media Type

Media type is how the Minnesota State 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 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.

11% 11% 9% 9% 8%

89% 89% 91% 91% 93%

2012 2013 2014 2015 2016

Fiscal Year

Developmental College Level

3000

3100

3200

3300

3400

3500

3600

3700

3800

200

250

300

350

400

450

500

550

600

2012 2013 2014 2015 2016

CollegeDev.

Fiscal Year

Developmental College Level


Figure 11 Total Number of Course Sections Offered

Source: EPM 11 Master Course Schedule

Figure 12 Number of Course Sections Offered by Media Type


2101 2087

1932

1859

1776

2012 2013 2014 2015 2016

Fiscal Year

1601 1548 1402 1292 1188

360 373 364 374 392

140 166 166 193 196

2012 2013 2014 2015 2016

Fiscal Year

Traditional # Online # Hybrid #


Figure 13 Percentage of Course Sections by Media Type


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 decreased by 4% from FY 2007 to FY 2016, however from

FY 2012 to FY 2016 the total number of seats sold decreased by 19%. 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 124% and the percentage of seats sold in hybrid classes has increased by 347%. In the past five

years (FY 2012 to FY 2016) the percentage of seats sold in traditional classes has decreased 15%, the

percentage of seats sold in in online courses has increased 27%, and the percentage of seats sold in hybrid

courses has increased 46%.

Figure 14 Percentage of Seats Sold Face-to-Face


76.2% 74.2% 72.6% 69.5% 66.9%

17.1% 17.9% 18.8% 20.1% 22.1%

6.7% 8.0% 8.6% 10.4% 11.0%

2012 2013 2014 2015 2016

Fiscal Year

Traditional % Online % Hybrid %

83.3%78.9%

72.4%70.3% 69.9%

66.9%64.8% 63.1%

57.6% 56.6%

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Fiscal Year


Figure 15 Percentage of Seats Sold Online


Figure 16 Percentage of Seats Sold Blended/Hybrid


Table 2 shows the total number of course sections offered by media type and semester from fall 2006

through spring 2016. 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 Traditional: # 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 620 142 70 832

Fall 2014 582 143 69 794

14.2%

19.2%

24.1% 23.8% 23.6%25.2% 25.9% 27.1%

30.5%31.9%

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Fiscal Year

2.5%1.9%

3.5%

5.9%6.5%

7.9%

9.2%9.8%

11.8% 11.4%

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Fiscal Year


Semester Traditional: # of Sections Online: # of Sections Hybrid: # of Sections Total Sections

Fall 2015 528 154 82 764

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 659 152 74 885

Spring 2013 635 143 57 835

Spring 2014 592 143 76 811

Spring 2015 509 152 91 752

Spring 2016 495 156 79 730

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 201 79 33 313

Summer 2015 165 82 35 282


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

2007 1630 88.7% 87749 28017 83.3% 33630

2008 1664 85.8% 86904 27854 78.9% 35282

2009 1647 81.1% 82420.5 26314 72.4% 36353

2010 1652 78.6% 90239.5 28912 70.3% 41126

2011 1614 78.2% 91042.5 29157 69.9% 41704

2012 1601 76.2% 84485 26857 66.9% 40137

2013 1548 74.2% 80499 25707 64.8% 39651

2014 1402 72.6% 76219 23654 63.1% 37488

2015 1292 69.5% 67330 20123 57.6% 34916

2016 1188 66.9% 61422 18327 56.6% 32355


Table 4 Seats Sold Online

Fiscal Year

Online - # of Sections

Online - % of Sections

Online - # of Credits

Online - # of Seats Sold

Online - % of Seats Sold


Types

2007 175 9.5% 14135 4786 14.2% 33630


Fiscal Year

Online - # of Sections

Online - % of Sections

Online - # of Credits

Online - # of Seats Sold

Online - % of Seats Sold


Types

2008 245 12.6% 20675 6759 19.2% 35282

2009 332 16.4% 26670 8770 24.1% 36353

2010 353 16.8% 29983 9771 23.8% 41126

2011 344 16.7% 30323 9849 23.6% 41704

2012 360 17.1% 31341 10127 25.2% 40137

2013 373 17.9% 31791 10282 25.9% 39651

2014 364 18.8% 31659 10154 27.1% 37488

2015 374 20.1% 32962 10661 30.5% 34916

2016 392 22.1% 32019 10329 31.9% 32355


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


Types

2007 32 1.7% 2754 827 2.5% 33630

2008 30 1.5% 2224 669 1.9% 35282

2009 51 2.5% 4314 1269 3.5% 36353

2010 96 4.6% 8353 2443 5.9% 41126

2011 105 5.1% 9119 2698 6.5% 41704

2012 140 6.7% 10786 3153 7.9% 40137

2013 166 8.0% 12865 3662 9.2% 39651

2014 166 8.6% 12566 3680 9.8% 37488

2015 193 10.4% 14126 4132 11.8% 34916

2016 196 11.0% 12895 3699 11.4% 32355


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

2736 2562 24722240

2053

1045 1059 1054 1097 1066

359 428 416 471 430

2012 2013 2014 2015 2016

Fiscal Year

Traditional Online Hybrid


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 1626

FALL 2014 2377 1380 4124 1712

FALL 2015 2350 1400 4090 1700

SPRING 2012 2587 1250 4340 1516

SPRING 2013 2545 1150 4247 1285

SPRING 2014 2365 1392 4178 1666

SPRING 2015 2521 1515 4453 1884

SPRING 2016 2457 1255 4216 1466

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 533

Source: EPM 11 Master Course Schedule; Operational data; ST_COU, CT_COU, CT_MEDIA, VAL_COU_MEDIA, final records

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.


Figure 18 PLA Credits Attempted/Earned (FY)

Source: Operational data; ST_COU, CT_COU, CT_DEPT

The number of students who earn PLA credit has decreased by 21% since 2007. The average number of PLA

credits earned by a PLA student has decreased by 16% since 2007. 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

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

PLA CREDITS EARNED 525 763 811 1129 1375 2116 2541 2307 1169 348

PLA CREDITS ATTEMPTED 587 820 863 1282 1543 2407 2947 2781 1427 447

0

500

1000

1500

2000

2500

3000

3500

5.05 6.01 6.01 6.17 7.05 7.408.92 8.18 7.26

4.24

104127 135

183 195

286 285 282

161

82

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Fiscal Year

AVERAGE PLA CREDITS EARNED UNDUPLICATED HEADCOUNT


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

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. In 2016 students with

blank and undecided majors were 35% of the total majors identified.

Table 7 Majors by Fiscal Year

MAJOR 2012 2013 2014 2015 2016

(Blank) 1418 1463 1166 1511 1739

Accounting 200 207 176 158 153

Advanced Emergency Medical Technician

2 5

Advanced Network Security 5 9 5 4 9

Advanced Network Technology 11 5 7 3 7

Art 103 127 94 74 70

Biology 155 181 160 188 186

Chemistry 48 55 64 69 76

Child Care Teacher 28 19 34 33 32

China Studies 2 1 1 1 1

Community Health Worker 1 7 4 5 8

Community Paramedic

6 6

Computer Programmer 34 34 56 50 64

Computer Science 104 92 66 82 102

Construction Management 48 37 52 44 48

Construction Management Certificate 7 5 5 2 5

Contemporary Business 376 396 435 450 369

Contemporary Business Practice 100 123 98 113 123

Corrections Certificate

1 3

Credit for Prior Learning 1

1

Criminal Justice 272 288 233 239 223

Customer Service 4 3 3 4 3

Education Foundations 146 152 175 209 181

eMarketing

1 2

3

Emergency Medical Services 49 47 51 51 57

Emergency Medical Technician Certificate

10 34

Engineering Fundamentals 71 131 162 186 183

Exercise Science 16 50 45 56 52

Human Resource Management 39 54 47 43 42

Human Service Worker 282 256 263 240 214

Human Services Assistant 18 14 18 15 13

I.T. Help Desk 11 12 7 9 6

Individualized Professional Studies 259 299 256 175 84


MAJOR 2012 2013 2014 2015 2016

Information Technology Support 26 34 41 55 60

Innovative Technology and Instruction 2 1 1

International Business

9 16 51

IP Telephony 3 5

2 1

Law Enforcement 286 272 237 226 195

Law Enforcement Curriculum Certificate 30 30 27 47 32

Legal Administrative Assistant 32 18 21 21 19

Liberal Arts 2510 2306 2126 2129 2115

Marketing and Sales 37 38 24 35 47

Microsoft Certified IT Professional 3 6 6 7 2

Minnesota Transfer Curriculum 87 109 111 123 109

Music

3 19

Network Technology and Security 150 161 144 130 121

Nursing 300 227 185 190 210

Nursing Assistant 50 55 62 67 81

Office Technology 6 4 2 3 5

Paralegal 310 259 264 266 215

Paralegal Certificate 147 129 115 94 77

Paramedic (Diploma as of FY 2016) 20 27 38 68 29

Physical Education 33 35 25 15 19

Professional Writing 8 11 5 8 8

Project Management 15 19 18 15 17

Psychology - 2 + 2 with Metro State

8

seeking admission to Acc NUR-Paramedic Track 26 47 37 20 11

seeking admission to Acc NURS-LPN track 74 66 71 50 25

seeking admission to Nursing 912 906 963 963 901

seeking admission to the EMS program 232 218 243 219 166

Small Business Development 30 15 18 29 20

Supervision 15 8 9 14 10

Theatre

4 13 18

Undecided about which degree to pursue 1367 1529 1767 2009 2047

Total 10519 10603 10259 10870 10739

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).


Figure 20 Percentage of New and Continuing Students in Fall Semesters


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


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% 35% 33%

61% 65% 67% 61% 66% 68% 62% 65% 67%

SUMMER2013

FALL 2013 SPRING2014

SUMMER2014


SUMMER2015


FULL-TIME PART-TIME


Figure 22 Percentage of Students by Gender (FY)

Source: Management Reports/Students/Students by Gender

Table 8 Number of Students by Gender (FY)

Gender 2012 2013 2014 2015 2016

Female 5344 5229 5035 5039 4718

Male 3606 3660 3423 3417 3302

Gender blank 80 86 90 113 73

Total 9030 8975 8548 8569 8093

Source: Management Reports/Students/Students by Gender

Race/ethnicity

The percentage of students of color has been steadily increasing. In 2016, 31% were students of color, 66%

were white, and 3% did not report their race. (Nonresident aliens are excluded from both categories in the

graph.) Figure 23 and Table 9.

59% 58% 59% 59% 58%

40% 41% 40% 40% 41%

1% 1% 1% 1% 1%

2012 2013 2014 2015 2016

Gender blank

Male

Female


Figure 23 Enrollment of Students of Color, White Students, and Students with Unknown Race/Ethnicity

Source: Management Reports/Students/Students by Ethnic

Table 9 Number of Students of Color, White Students, and Students with Unknown Race/Ethnicity (FY)

Race/ethnicity 2012 2013 2014 2015 2016

Students of Color 2502 2486 2433 2546 2512

White Students 6242 6238 5758 5713 5316

Nonresident alien 56 39 41 51 57

Unknown or not reported 248 211 316 253 208

Total 9048 8974 8548 8569 8093


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.

28% 28% 28% 30% 31%

69% 70% 67% 67% 66%

3% 2% 4% 3% 3%

2012 2013 2014 2015 2016

Fiscal Year

Unknown or not reported

White Students

Students of Color


Figure 24 Percentage of Students by Race/Ethnicity (FY)


Table 10 Number of Students by Race/Ethnicity (FY)

Race/Ethnicity 2012 2013 2014 2015 2016

Two or more races* 383 372 377 358 375

Native Hawaiian/ Pacific Islander 8 12 15 16 15

American Indian/ Alaska Native 56 59 41 40 41

Hispanic/ Latino 712 681 695 741 745

White 6242 6238 5758 5713 5316

Asian 436 447 438 464 445

Black/ African American 907 915 867 927 891

Unknown or not reported 248 212 316 253 208

Nonresident alien 56 39 41 51 57

Total 9048 8975 8548 8569 8093

Source: Management Reports/Students/Students by Ethnic Note: Data is based on "primary" race/ethnicity.

2014 2015 2016

Two or more races 4.4% 4.2% 4.6%

Native Hawaiian/Pacific Islander 0.2% 0.2% 0.2%

American Indian/Alaska Native 0.5% 0.5% 0.5%

Hispanic/Latino 8.1% 8.6% 9.2%

White 67.4% 66.7% 65.7%

Asian 5.1% 5.4% 5.5%

Black/African American 10.1% 10.8% 11.0%

Unknown or not reported 3.7% 3.0% 2.6%

Nonresident alien 0.5% 0.6% 0.7%


Age

The percentage of traditional age (18-25) students has remained fairly consistent over the past five years.

The percentage of students 17 and younger has increased by 106% in that time frame, and the percentage of

adult (26+) students has decreased 18%. See Figures 25 and 26, and Tables 11 through 14.

Figure 25 Percentage of Traditional and Non-traditional Students (FY)

Source: Management Reports/Students/Students by Age

Table 11 Percentage of Traditional and Non-traditional Students (FY)

Age Group 2012 2013 2014 2015 2016 5 Year % Change

17 and younger 6% 6% 8% 11% 12% 106%

18-25 54% 55% 54% 54% 55% 1%

26 and older 40% 39% 37% 34% 32% -18%

Not reported <1% <1% <1% <1% <1% 12%


Table 12 Number of Traditional and Non-traditional Students (FY)

Age Group 2012 2013 2014 2015 2016

17 and younger 544 557 675 976 1004

18-25 4871 4923 4658 4609 4418

26 and older 3582 3467 3171 2946 2620

Not reported 51 28 44 47 51

Total 9048 8975 8548 8569 8093


6% 6% 8% 11% 12%

54% 55% 54% 54% 55%

40% 39% 37% 34% 32%

1% 0% 1% 1% 1%

2012 2013 2014 2015 2016

Fiscal Year

Uncoded

26 and older

18-25

17 and younger


Figure 26 FY 2016 Students by Age Range


Table 13 Percentage of Students by Age Range (FY)

Age 2012 2013 2014 2015 2016

17 and younger 6% 6% 8% 11% 12%

18-21 35% 35% 36% 35% 36%

22-25 19% 19% 18% 19% 19%

26-30 15% 15% 14% 13% 12%

31-35 9% 9% 9% 8% 8%

36-40 5% 5% 5% 5% 5%

41-45 4% 4% 4% 4% 3%

46-50 3% 3% 3% 2% 2%

51-55 2% 2% 2% 1% 1%

56-60 1% 1% 1% 0% 0%

61-70 0% 0% 0% 0% 0%

71 and older 0% 0% 0% 0% 0%

Not reported 1% 0% 1% 1% 1%

Total 100% 100% 100% 100% 100%


Note: Total percentages may not equal 100% due to rounding.

Table 14 Number of Students by Age Range (FY)

Age 2012 2013 2014 2015 2016

17 and younger 544 557 675 976 1004

18-21 3156 3185 3097 3013 2915

1%

0%

0%

0%

1%

2%

3%

5%

8%

12%

19%

36%

12%

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


Age 2012 2013 2014 2015 2016

22-25 1715 1738 1561 1596 1503

26-30 1370 1332 1184 1084 1001

31-35 805 802 760 689 627

36-40 479 469 420 442 375

41-45 390 349 323 325 254

46-50 302 266 236 213 186

51-55 144 146 158 118 106

56-60 59 64 49 35 39

61-70 28 33 32 34 26

71 and older 5 6 9 6 6

Not reported 51 28 44 47 51

Total 9048 8975 8548 8569 8093


Disability Status

Over the past 10 years the percentage of the IHCC student population with disabilities has increased by

133%, from 2.3% in fall 2006 to 5.2% in fall 2015. Of the Metro Colleges in 2014, 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.

Figure 27 IHCC Percentage of Students with Disabilities

Source: Operational Data; ST_TERM, PS_DISAB_NEED

3.5% 3.4%

4.2%3.9%

5.2%



Figure 28 Percentage of Students Reporting Disabilities at Metro Colleges in Fall 2015

Source: System Office Research

Veterans

As shown in Figure 29, each fall, approximately 5% of the student population is a known veteran as identified

by the Veteran Services Office. The IHCC Veteran 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

Minnesota State 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 fourth in estimated

number of enrolled military personnel.

Figure 29 IHCC Percentage of Veterans Enrolled

Source: Operational Data; ST_TERM_DATA, ST_COHORT

7%

6%

5% 5% 5% 5%

4% 4%

3%

Normandale MCTC Century DCTC IHCC NorthHennepin

HennepinTech

St. PaulCollege

AnokaTech/Anoka CC

4.3%

5.3%5.5%

4.8% 4.9%



Figure 30 Estimated Number of Military Personnel at Metro Colleges in Fall 2015

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 peaked in FY 2013 and has been stable or decreasing since FY 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 Minnesota State

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 and Figure 32 shows

percentages including all Pell statuses.

Figure 31 Percentage of Enrollment by known Pell Eligibility

Source: Enrollment Analytic Tool

653 637

532488

458 444414

328

210

Anoka Tech/Anoka CC

Century Normandale IHCC MCTC HennepinTech

NorthHennepin

St. PaulCollege

DCTC

60% 62% 60% 60% 58%

2012 2013 2014 2015 2016

Fiscal Year


Table 15 Enrollment by Pell Eligibility (FY)

Pell Status 2012 2013 2014 2015 2016

Pell eligible 3017 3156 2986 2822 2452

Not Pell eligible 2030 1947 1964 1857 1743

Status unknown 3983 3872 3595 3890 3898

Total 9030 8975 8545 8569 8093


Figure 32 Percent of Enrolled Students by Pell Eligibility (FY)


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.

In 2016 the percentage of students whose first generation status was unknown was approximately 5%. Per

Minnesota State convention, the percent of students who are first generation are shown as a percent of

students with known status. See Figure 33 and Tables 16 and 17.

33% 35% 35% 33% 30%

22% 22% 23% 22% 22%

44% 43% 42% 45% 48%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2012 2013 2014 2015 2016

% Pell Eligible % Not Pell Eligible % Unknown


Figure 33 Comparison of First Generation Students by Federal and Minnesota Definition (FY)


First Generation Federal Definition: Neither parent has a bachelor’s degree

In 2016 55% (4,232) 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 and Figure 34 show the number and

percentage of enrolled students by federal first generation status.

Table 16 First Generation Status by Federal Definition: Neither Parent Has a Bachelor’s Degree (FY)

First Generation (Fed) 2012 2013 2014 2015 2016

First generation 5001 4943 4647 4599 4232

Not first generation 3332 3357 3258 3464 3467

Status unknown 697 675 640 506 394

Total 9030 8975 8545 8569 8093


60% 60% 59% 57% 55%

21% 21% 21% 20% 20%

2012 2013 2014 2015 2016

Fiscal Year

% First-Gen (FED) % First-Gen (MN)


Figure 34 Percent of Enrolled Students by Federal First Generation Status (FY)


First Generation Minnesota Definition: Neither parent attended any college

In 2016 20% (1,549) 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 and Figure 35 show the number and

percentage of enrolled students by Minnesota first generation status.

Table 17 First Generation Status by Minnesota Definition: Neither Parent Attended any College (FY)

First Generation (MN) 2012 2013 2014 2015 2016

First generation 1808 1794 1712 1643 1549

Not first generation 6639 6603 6290 6501 6209

Status unknown 583 578 543 425 335

Total 9030 8975 8545 8569 8093


Figure 35 Percent of Enrolled Students by Minnesota First Generation Status (FY)

55% 55% 54% 54% 52%

37% 37% 38% 40% 43%

8% 8% 7% 6% 5%

2012 2013 2014 2015 2016

% First Gen (Fed) % Not first gen (fed) % Unknown

20% 20% 20% 19% 19%

74% 74% 74% 76% 77%

6% 6% 6% 5% 4%

2012 2013 2014 2015 2016

% First Gen (MN) % Not first gen (MN) % Unknown



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,

there are two definitions of underrepresented. Minnesota State reports underrepresented status using the

Minnesota definition of first generation (neither parent or guardian having attended any college).

Approximately 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 Minnesota State 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 2016 79% (4,266) of Inver Hills students were identified as underrepresented; this is consistent with the

past four years (see Figure 36). Table 18 and Figure 37 show the total number and percentage of enrolled

underrepresented students by status.

Figure 36 Percentage of Students with Known Underrepresented Status (FY)


Table 18 Underrepresented Students (FY)

Underrepresented Status 2012 2013 2014 2015 2016

Underrepresented 4819 4881 4698 4596 4266

Not underrepresented 1384 1328 1299 1193 1106

Status unknown 2827 2766 2548 2780 2721

Total 9030 8975 8545 8569 8093


78% 79% 78% 79% 79%

22% 21% 22% 21% 21%

2012 2013 2014 2015 2016

Fiscal Year

%Underrepresented %Not Underrepresented


Figure 37 Percent of Enrolled Students by Underrepresented Status (FY)


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 38 through 40 show average credit load for full-time and part-

time students by semester.

Figure 38 Average Credit Load – Summer Semesters


53% 54% 55% 54% 53%

15% 15% 15% 14% 14%

31% 31% 30% 32% 34%

2012 2013 2014 2015 2016

% Underrep % Not Underrep % Unknown

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


Figure 39 Average Credit Load – Fall Semesters


Figure 40 Average Credit Load – Spring Semesters

Source: Operational Data. ST_TERM_DATA, final records.

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 41 and Table 19).

13.4 13.5 13.7 13.7 13.7

6.7 6.7 6.8 6.4 6.5


FULL-TIME

PART-TIME

13.6 13.6 13.7 13.7 13.8

6.5 6.6 6.7 6.5 6.3

SPRING2012

SPRING2013

SPRING2014

SPRING2015

SPRING2016

FULL-TIME

PART-TIME


Figure 41 Percentage of Enrollment by Admission Status (FY)

Source: Management Reports/Students/Student Demographics

Table 19 Enrollment by Admission Status (FY)

Admission Status 2012 2013 2014 2015 2016

Undergrad regular 3399 3207 2936 2725 2417

Undergrad transfer 3216 3282 3269 3132 2858

Undergrad previous degree 311 287 258 252 215

PSEO 376 486 651 899 927

High School Non-PSEO 85 56 23 60 87

Undergrad unclassified (limited) 1641 1656 1406 1500 1587

Specialist 0 1 0 0 0

Un-coded 2 0 4 1 2

Total 9030 8975 8547 8569 8093

Source: Management Reports/Students/Student Demographics

Average credit load by admission status shows the average number of credits students register for, 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 17%. The number of credits taken by PSEO

students has decreased by 33% and the number of credits taken by high school Non-PSEO students has

decreased by 37%.

2012 2013 2014 2015 2016

31 UG Unclassified 18% 18% 16% 18% 20%

22 High School Non-PSEO 1% 1% 0% 1% 1%

21 PSEO 4% 5% 8% 10% 11%

14 UG Prev Deg 3% 3% 3% 3% 3%

12 UG Transfer 36% 37% 38% 37% 35%

11 UG Regular 38% 36% 34% 32% 30%


Table 20 Average Credit Load by Admission Status (FY)

Admission Status 2012 2013 2014 2015 2016

Undergrad regular 9.22 9.22 9.43 9.34 9.63

Undergrad transfer 8.63 8.77 8.86 8.85 8.89

Undergrad previous degree 6.31 6.63 6.86 7.22 7.40

PSEO 10.87 9.36 7.71 6.98 7.29

High School Non-PSEO 3.27 3.95 4.55 1.91 2.06

Undergrad unclassified (limited) 4.60 4.49 4.63 4.30 4.44

Average for all types 8.29 8.27 8.39 8.13 8.19

Source: Management reports/Students/Students by Credit Load

Student Residence

Table 21 shows the number of IHCC students enrolled in fall semesters for the past five years for the top 50

current cities of residence, in descending order based on the most recent fall.

Table 21 Enrollment by City of Student Residence

City Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016

Inver Grove Heights 476 487 594 609 607

St. Paul 636 601 561 586 592

Eagan 494 431 418 453 449

Cottage Grove 366 347 297 335 324

Rosemount 222 255 234 292 296

Apple Valley 240 252 254 259 254

Burnsville 210 213 217 239 242

Hastings 217 227 240 238 236

South St. Paul 243 221 229 233 230

Lakeville 155 140 204 210 224

Woodbury 241 232 207 218 221

Farmington 232 226 212 205 204

West St. Paul 211 205 173 197 199

Minneapolis 133 134 140 122 122

Maplewood 64 47 48 69 70

Mendota Heights 72 61 56 59 59

Cannon Falls 50 50 51 57 59

Oakdale 45 46 44 48 51

St. Paul Park 63 54 50 56 49

Northfield 47 47 48 51 48

Bloomington 57 55 56 49 48

Savage 44 48 61 45 48

Faribault 35 27 42 41 43

Shakopee 33 29 31 19 36

Prior Lake 33 29 52 34 30


(blank) 45 30 11 16 28

Newport 36 31 38 29 27

Bayport 23 19 20 24 25

Red Wing 30 27 24 23 22

Richfield 18 22 19 22 22

Roseville 21 11 13 19 20

Hampton 17 25 21 18 19

Prescott 25 21 18 16 19

Brooklyn Park 8 9 9 14 15

Elko 7 6 14 14 14

Lakeland 9 11 9 14 14

Eden Prairie 11 10 17 16 13

Stillwater 34 23 19 12 12

Hudson 25 20 18 11 12

Forest Lake 9 7 10 11 12

Edina 4 6 8 13 11

Chaska 4 5 5 12 11

New Prague 5 4 3 10 11

White Bear Lake 13 15 12 7 11

River Falls 10 12 18 11 10

Randolph 10 10 11 10 10

St. Louis Park 11 11 9 10 10

Brooklyn Center 3 4 9 8 10

Coon Rapids 6 9 6 10 9

North St. Paul 7 7 10 9 9

Subtotal (Top 50) 5011 4820 4873 5092 5126

Total 5330 5155 5210 5379 5415


Top Feeder High Schools

Tables 22 - 25 show the numbers of new first-time (see Table 22) and Post-Secondary Enrollment Option

(PSEO) (see Table 24) students enrolled at IHCC each fall for the past five years for the top 25 feeder high

schools, in descending order based on the most recent fall. 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 Tables 23 and 25).

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 49

Hastings High School 38 35 36 36 46

Rosemount High School 47 37 41 58 46

Henry Sibley High School 40 50 36 35 43



Eagan High School 26 45 35 28 42

South Saint Paul High School 35 32 33 31 39

Simley High School 53 41 31 38 27

Farmington Senior High School 33 43 41 40 25

Apple Valley High School 24 14 17 18 18

Burnsville Senior High School 20 21 16 14 17

East Ridge High School 21 23 19 23 15

Eastview High School 18 27 28 23 15

Tartan Senior High School 4 6 13 12 13

Woodbury High School 20 16 22 9 13

Northfield High School 9 9 8 6 12

Harding High School 4 3 6 5 11

Cannon Falls Jr-Sr High School 7 6 6 5 9

Central High School 3 2 5 7 7

City Academy 1 1 1

6

Step Academy

1 6

Lakeville South High School 7 7 8 8 5

School Of Environmental Study 12 11 14 12 5

Stillwater Area Senior Hs 5 5 7 3 5

Academic Arts High School

2 1 1 4

Lakeville North Sr Hs 9 10 11 8 4

Subtotal (Top 25) 486 523 496 464 482

Total 754 770 726 665 658


Table 23 Other New, First-Time Student Sources


GED 72 42 56 33 24

Home School 6 7 18 12 9

Other Minnesota 8 4 7 2 9

Other International 15 14 9 25 5


PSEO students are high school students enrolled in college level courses at IHCC. Table 24 shows PSEO

students for the top 25 feeder high schools. 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


Simley High School 21 19 59 103 111

Rosemount High School 9 10 77 93 100

Lakeville South High School 6 3 2 52 59

Burnsville Senior High School 6 41 48 46

South Saint Paul High School 4 5 26 20 23

East Ridge High School 10 16 13 19 20

Eagan High School 7 11 14 13 19

Eastview High School 11 9 14 7 19

Hastings High School 14 19 17 19 19

Lakeville North Sr Hs 2 4 1 51 18

Park High School 36 27 21 18 16

Tartan Senior High School 1 2 11 14

Randolph High School 1 11 15 5 13

Agape High School 12 11 10

Cannon Falls Jr-Sr High School 5 6 4 10 9

Henry Sibley High School 12 12 10 10 9

Farmington Senior High School 22 8 12 8 8

Woodbury High School 2 6 6 10 8

Apple Valley High School 3 4 3 5 5

North High School 6 5

Agape Teen Parent 2

New Prague High School 1 2

Step Academy 2 2 2

Stillwater Area Senior Hs 1 4 1 1 2

Subtotal (Top 25) 207 204 379 553 576

Total 232 222 403 627 592


Table 25 PSEO Enrolled Home School Students Fall 2011 Fall 2012 Fall 2013 Fall 2014 Fall 2015

Home School 35 29 27 30 37


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. Minnesota State Colleges are required to

administer the CCSSE at least every other year. IHCC’s benchmark scores below are in comparison to the

Minnesota State Colleges that participated that year (see Figure 38Figure 42). For the 2015 survey

administration, IHCC is performing better than the Minnesota State Colleges.

Figure 42 Comparison of CCSSE 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 Satisfaction Inventory The Student Satisfaction Inventory (SSI) is a national survey that asks students to rate the importance of and

their satisfaction with services provided by the school in several areas. The survey also includes three

summary items of overall satisfaction. IHCC first administered the SSI in 2010, and again in 2012 and 2016.

The comparison of the summary items between IHCC and national scores is shown in Figure 43. IHCC has

performed similarly to the national average in all years. Responses to How has your college experience met

your expectations? have been the most similar to national results. Responses to If you had it to do over,

would you enroll here again? have shown the most variation from national results.

Figure 43 Comparison of SSI Summary Items

42

44

46

48

50

52

54

56

58

Active andCollaborative

Learning

Student Effort AcademicChallenge

Student-FacultyInteraction

Support forLearners

Score2011 IHCC

2011 MnSCU

2013 IHCC

2013 MnSCU

2015 IHCC

2015 MnSCU

1

2

3

4

5

6

7

So far, how has yourcollege experience met

your expectations?

Rate your overallsatisfaction with your

experience here thus far

All in all, if you had it todo over, would you enroll

here again?

Score

2010 IHCC

2010 National

2012 IHCC

2012 National

2016 IHCC

2016 National


Student Outcomes

Average Retention, Transfer, Graduation, Transfer-Graduation, and Success Rates Averages are shown for the five most recent cohorts for which data is available, 2010-2014 (see Figure 44).

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 44 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, transfer-graduation and total success are measured from the end of the semester. Data is not available at all measurement points for all cohorts.

Retention, Transfer, Graduation, Transfer-Graduation, and Success – Minnesota

State Accountability Dashboard Entering full-time, degree-seeking students are tracked in cohorts to determine retention, transfer,

graduation, and transfer-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, transferred and

graduated, or have 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

Fall Cohort

# in Cohort

Measure First

Spring Second

Fall Second Spring

Third Fall

Third Spring

2010 1023 % Retained 76.5% 44.3% 38.7% 25.9% 18.4%

% Transferred 3.5% 13.8% 17.1% 23.9% 24.0%

% Graduated 4.9% 7.3% 10.8% 15.3% 19.8%

% Transfer-Graduated 0.6% 0.9% 1.2% 1.8% 3.2%

% Success 82.3% 65.0% 64.5% 64.2% 61.3%

2011 907 % Retained 80.0% 47.5% 40.4% 22.7% 16.6%

% Transferred 3.1% 12.5% 13.8% 21.1% 22.1%

84.6%

68.0% 64.9% 64.0% 62.7%

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. Transfer-Graduation Avg. Success


Fall Cohort

# in Cohort

Measure First

Spring Second

Fall Second Spring

Third Fall

Third Spring

% Graduated 4.7% 7.3% 12.8% 18.0% 21.7%


% Success 84.8% 67.1% 63.5% 61.2% 61.1%

2012 808 % Retained 80.0% 50.0% 44.1% 26.6% 20.2%

% Transferred 3.1% 14.1% 15.7% 24.3% 25.4%

% Graduated 4.5% 7.4% 13.2% 17.6% 22.5%


% Success 84.9% 70.4% 67.9% 67.0% 65.8%

2013 800 % Retained 83.1% 48.4% 41.5% 24.6%

% Transferred 2.6% 12.6% 14.1% 21.5%

% Graduated 3.5% 6.6% 12.6% 19.1%

% Transfer-Graduated 0.3% 0.6% 0.8% 1.9%

% Success 86.6% 66.8% 63.6% 63.4%

2014 798 % Retained 79.1% 52.0%

% Transferred 3.6% 12.9%

% Graduated 4.1% 6.8%

% Transfer-Graduated 0.3% 0.8%

% Success 84.5% 70.8%

Source: Accountability Framework, Student Persistence and Completion. Data is not yet available for shaded cells.

Changes over Time – Status at Third Spring

From 2010 to 2012, 3rd spring success rates have increased from 61% to 66%. Rates of retention, transfer,

and graduation all increased slightly between 2010 and 2012. Transfer-graduation rates dropped slightly over

that time frame.

Second Fall Persistence and Completion Rates – Minnesota State Accountability Dashboard

Underrepresented Students

The second fall persistence and completion rate for underrepresented students (MN definition) is a

Minnesota State accountability measure. Also known as the success rate, it shows the percent of students

who are either 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 fall semester of the indicated year.

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, full-time, degree-seeking 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 45). The data is shown in comparison to the

average for Minnesota State 2-year institutions.


Figure 45 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, transfer-graduation and success rates for IHCC

underrepresented students in comparison to those rates for MN State 2-year colleges. Across five cohort

years, the IHCC cohorts have been comparable to the Minnesota State Colleges average.

Table 27 Underrepresented Students: Second Fall Persistence and Completion for First-time Students

Fall Cohort

Institution # in Cohort

Retained Transferred Graduated Transfer-Graduated

Success

2010

IHCC 604 45.0% 11.6% 7.0% 1.2% 63.7%

Minnesota State 2-year colleges

16,789 48.8% 9.2% 9.0% 0.9% 66.0%

2011

IHCC 544 47.6% 11.0% 6.8% 0.9% 65.4%


15,068 48.4% 8.9% 9.2% 0.9% 65.4%

2012

IHCC 464 48.9% 12.9% 6.7% 0.6% 68.3%


14,633 47.5% 9.4% 9.7% 0.4% 65.3%

2013

IHCC 474 47.5% 9.5% 6.8% 0.8% 63.3%


13,714 47.3% 9.3% 10.6% 0.6% 65.6%

2014

IHCC 478 53.0% 12.1% 4.9% 0.6% 68.8%


12,861 49.3% 9.4% 10.3% 0.5% 67.4%

Source: Accountability Framework: Persistence and completion, Underrepresented students

Note: Retention is measured from the beginning of the semester; transfer, graduation, transfer-graduation and success are measured at the end of the semester.

40%

45%

50%

55%

60%

65%

70%

75%

80%

2010 2011 2012 2013 2014

Fall Cohort Year

IHCC Minnesota State Colleges


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 Minnesota

State 2-year colleges as a whole. Figure 46 shows the IHCC and Minnesota State success rates for the past

five cohort 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 Minnesota State colleges.

Figure 46 Students of Color Persistence and Completion IHCC vs. Minnesota State

Source: Accountability Framework: Persistence and completion, Students of Color

Table 28 Students of Color Persistence and Completion IHCC vs. Minnesota State

Cohort Institution # SOC in Cohort

Retained Transferred Graduated Transfer-Graduated

Success

2010

IHCC 295 43.7% 10.2% 5.4% 0.7% 59.0%


6,191 45.4% 10.2% 5.7% 0.8% 60.6%

2011

IHCC 266 42.9% 13.5% 5.6% 0.8% 62.0%


5,946 45.9% 10.1% 6.6% 0.7% 61.8%

2012

IHCC 207 47.8% 11.6% 4.8% 1.0% 65.2%


6,016 45.8% 10.9% 6.3% 0.3% 62.1%

2013

IHCC 235 51.5% 8.5% 5.1% 1.3% 65.5%


5,898 45.5% 11.2% 7.2% 0.6% 62.8%

2014

IHCC 263 56.3% 10.3% 4.2% 1.1% 70.0%


5,718 48.5% 10.2% 7.1% 0.6% 64.7%

Source: Accountability Framework: Persistence and completion, Students of Color

Note: Retention is measured from the beginning of the semester; transfer, graduation, transfer-graduation and success are measured from the end of the semester.

50%

60%

70%

2010 2011 2012 2013 2014

Fall Cohort Year

IHCC SOC Minnesota State SOC


Figure 47 compares persistence and completion rates for students of color and white students at IHCC. For

the fall 2008 cohort, the gap between the combined persistence and completion rate for students of color

versus white students was less than 1%. Over the next several cohort years the gap increased to as much as

8%, however, for the fall 2013 cohort the gap declined to 2%.

Figure 47 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 48). The difference in completion rates has ranged from 5% in 2008 to 14% in 2011.

Figure 48 IHCC Completion: Students of Color vs. White Students

Source: Strategic Framework Performance Measures

50%

60%

70%

80%

FALL2005

FALL2006

FALL2007

FALL2008

FALL2009

FALL2010

FALL2011

FALL2012

FALL2013

Cohort 1st Fall

Persistence and Completion

Students of Color White Students

30%

40%

50%

60%

FALL2005

FALL2006

FALL2007

FALL2008

FALL2009

FALL2010

FALL2011

FALL2012

Cohort 1st Fall

Completion

Students of Color White Students


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

(IPEDS) each year, and is part of the Student-Right-to-Know information. Comparison data is provided for

similar institutions. See Figure 49 below for a breakdown of this data.

Figure 49 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 336 in 2012 to 387 in 2016.

Table 29 Awards Granted by Type of Degree or Certificate (FY)

Award Type 2012 2013 2014 2015 2016

AA 336 335 360 363 387

AAS 28 29 20 18 24

AFA 6 6 2 6 3

AS 369 365 356 354 325

Total Degrees 739 735 738 741 739

Certificates 236 236 161 229 209

Total Awards 975 971 899 970 948

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 2016.

15%17%

19%16%

18% 17%14%

16%19%

17%

30%

21%

40%

30%33%

29%

34%

29%26%

31%

IHCC Peers IHCC Peers IHCC Peers IHCC Peers IHCC Peers

2007 cohort (2011Report)





Graduation Rate Transfer Rate


Table 30 Associate Degrees Granted by Program (FY)

Program 2012 2013 2014 2015 2016

Accounting (AS) 7 20 33 23 18

Art (AFA) 6 6 2 6 3

Biology (AS) 1 3 0 6 2

Chemistry (AS) 3 4 2 4 2

Computer Programmer (AAS) 0 1 0 1 2

Computer Science (AS) 1 1 0 1 1

Construction Management (AS) 2 0 4 2 1

Contemporary Business (AS) 29 25 28 49 28

Contemporary Business Practice (AAS) 6 5 5 7 6

Criminal Justice (AS) 20 33 32 18 35

Education Foundations (AS) 4 14 8 16 18

Emergency Medical Services (AS) 21 18 10 9 15

Engineering Fundamentals (AS) 8 0 9 4 9

Exercise Science (AS) 3 4 3 4 2

Human Service Worker (AS) 21 29 20 29 28

Individualized Professional Studies (AS) 53 45 55 52 22

International Business (AS)

2

Law Enforcement (AS) 33 49 35 28 22

Legal Administrative Assistant (AS) 2 2 2 1 1

Liberal Arts and Sciences Psychology (AA)

1

Liberal Arts and Sciences (AA) 336 334 360 363 386

Microcomputer Software Support Spec. (AAS) 1 2 0 1 1

Network Technology and Security (AAS) 18 19 15 8 13

Nursing (AS) 113 78 83 70 86

Paralegal (AS) 45 38 31 38 33

Physical Education (AS) 0 1 1 0 0


Table 31 Certificates & Diplomas Granted by Program (FY)

Program 2012 2013 2014 2015 2016

Advanced Network Technology

2

Child Care Teacher 2 0 1 1

Community Health Worker

Construction Management 1

1

Customer Service 3

1 1

eMarketing

1

1

Emergency Medical Technician

92 66

Human Resource Management 12 7 7 7 6

Human Services Assistant 1 1 2

1

IP Telephony

1


Program 2012 2013 2014 2015 2016

IT Help Desk 2 3 2 2 1

Law Enforcement Curriculum 6 1 3 2 1

Marketing and Sales 3 1 1 1 4

Microsoft IT Professional

1 1 1

Network Security

Nursing Assistant/Home Health Aide 144 157 90 55 88

Office Technology 1

Paralegal 33 33 34 35 22

Paramedic (diploma as of 2016) 10 14 14 19 10

Professional Writing

2

2

Project Management 1 5

5 2

Small Business Development 5 0 2 2 1

Supervision 10 6 1 5 4



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 Minnesota State.

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. Minnesota State 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


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/Home/AboutIPEDS

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.

https://mnscu.edu/admissions/pseo/index.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 Minnesota State

Accountability Dashboard. http://www.mnscu.edu/board/accountability/index.html

Student persistence and completion (Minnesota State) – 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.


https://mnscu.edu/admissions/pseo/index.html

http://www.mnscu.edu/board/accountability/index.html


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 Minnesota State 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 Minnesota State 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


The Minnesota State Accountability Dashboard site, which provides data on the measures currently being

tracked by Minnesota State 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.)


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 Minnesota State. 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 Minnesota

State system in measuring student outcomes.

https://www.inverhills.edu/Administration/InstitutionalResearch/index.aspx

Inver Hills Community College Institutional Research provides links to additional data sources. For faculty

and staff additional data is also available on the Invernet Institutional Research, Program Prioritization, and

Program Review pages.



http://nces.ed.gov/collegenavigator/

http://www.its.mnscu.edu/reportanddataservices/managementreports/academicreports.php

https://www.inverhills.edu/Administration/pdfs/IHCC-SFP-Metrics-2016.pdf

https://www.inverhills.edu/Administration/InstitutionalResearch/index.aspx

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