OAKTON

COMMUNITY COLLEGE

STRATEGIC ENROLLMENT

MANAGEMENT PLAN 2018-2023

Enrollment is Everybody’s Job Responsibility

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Oakton Community College

2018-2023 Strategic Enrollment Management Plan Table of Contents Executive Summary p. 2 Introduction p. 4 SEM Guiding Principles p. 5 Student Experience Framework p. 5 SEM Definition p. 6 Who is Oakton? p. 6 Oakton Student Profile p. 7 Oakton’s Mission, Vision, and Strategic Plan Alignment p. 8 SEM Charge and Brief History p. 9 Current State Analysis p. 9 Summary of Data Reviewed p. 11 Strategic Enrollment Goals p. 14 SEM Work Plan p. 17 SEM Team Next Steps p. 18 References p. 19 Appendix A. 2018-19 SEM Team Members p. 21 Appendix B. SEM Team Summary of Data Reviewed p. 22 Appendix C. Oakton Community Conversations and p. 25

Opportunities for Feedback

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Executive Summary Oakton Community College’s annual student enrollment has dropped by 17.1% between fall 2014 and fall 2018. This trend is not unique to Oakton, there has also been a decline in community college enrollment statewide. The report describes how Oakton plans to address the decline in student enrollment by undertaking new initiatives that support recruitment, persistence, and completion goals. The report was developed by a broad-based team that included Oakton faculty, administrators, and staff members. Team member names are listed in appendix A. Student, trustee, and employee input were obtained as part of a formal feedback loop (see appendix C). The report aligns with the institution’s 2018-2022 strategic plan, academic initiatives, and available resources to support Oakton’s long-term success. The Strategic Enrollment Management (SEM) Plan outlines the challenges to Oakton Community College’s enrollment and establishes goals for continuous improvement through 2023. SEM plan goals are aligned with the four parts of the “Loss/Momentum Framework” (Rassen et al, n.d.) which underscores the need to support students throughout their educational journey. The four SEM plan goals are:

1) Connection: Marketing and visibility Increase community perception and knowledge of Oakton programs and offerings.

2) Connection and entry: Comprehensive recruitment planning Increase fall new student enrollment from 2,377 in fall 2018 to 2,548 by fall 2023. The priority is to stabilize new student enrollment and incrementally increase new student enrollment 1-2% each year thereafter.

3) Entry and progress: Enrollment, academic processes, and efficiencies Increase the fall-to-fall persistence of all first-time students (full and part-time) from 51 percent (2017-18) to 54% by 2023. This goal requires increasing overall continuing student enrollment by 1-2% each year.

4) Progress and completion: Persistence and student success Increase the completion percentage of first-time students (full- and part-time) who complete a degree or certificate within three years from 20 to 23%. And, increase the completion percentage of first-time students who transfer without a degree or certificate within three years from 33 to 35%.

In addition to the SEM plan is a supplemental document titled SEM Work Plan. The SEM work plan outlines and identifies issues, as well as describes immediate and long term goals and strategies that support completion of the four SEM goals. The SEM work plan is a separate internal document that defines intentional activities toward achieving the above goals and provides a guide to monitor completion of the goals. Some strategies require an additional financial investment from the college to complete. Additionally, a new SEM work plan implementation team will be created to execute the identified strategies.

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While completion of the SEM work plan strategies is designed to meet the four SEM plan goals, changes in the external environment may prompt the need to adjust strategies and/or consider goals as work in progress beyond 2023. Changes in the unemployment rate, state funding, student financial aid, and increased competition in the higher education marketplace are circumstances outside the control of the SEM plan. Both the SEM plan and work plan will be shared with the Oakton community, while only the SEM plan will be made available to the public. Periodic updates will be provided to the Oakton community and results will be used to adjust the current SEM work plan and to develop future SEM plans.

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Introduction Fundamental to any successful enrollment management program is developing and implementing a college-wide strategic enrollment management (SEM) plan. The purpose of the plan is to help the institution gain more control over future credit enrollment by developing the capacity to achieve enrollment objectives through an aligned and comprehensive set of goals and strategies sharply focused on recruiting, retaining, and supporting students throughout their educational career. Inherent within a SEM plan are a set of clear and unambiguous goals (both short and long term). The goals are associated with strategies and action plans that, when working congruently with an institutional strategic plan and institutional priorities, lead to the achievement of enrollment, persistence, and completion goals. SEM planning requires institutional support and commitment from representatives throughout the college community, who can take a disciplined approach to understanding an institution’s current landscape, interpret data, identify critical enrollment trends and issues, make data-informed decisions, and recommend outcomes and strategies that can stabilize or increase enrollment. A well-conceived SEM plan is an organized tactical plan and communication tool that describes what the institution wants to achieve and how it will accomplish it. Strategic enrollment management has been in practice at four-year colleges and universities for decades. As most of these institutions have significant control over the type and number of students they admit (i.e., the student profile), these institutions also have greater influence on recruiting and admitting students that meet the “successful student profile” and are able to leverage academic programs to ensure the success of their students. However, for open-door/open-access institutions, like Oakton, that accept all applicants and offer academic programs to meet the needs of all students who attend, strategic enrollment management is a relatively new concept. Oakton, like many Illinois community colleges, is now in a more competitive marketplace and is being asked to do more with less state funding. Oakton must implement a SEM plan in order to maintain our position as a vibrant, effective, fiscally responsible educational resource for our district. Implementing SEM is a cultural and paradigm shift. It is a strategic, innovative, and execution-oriented focus on recruitment, enrollment, persistence, and completion. Previously, departments and teams functioned more independently on goals and strategies, i.e., marketing only to fill low-enrollment classes or to launch a new program. This SEM plan will be the first intentionally organized, college-wide enrollment plan implementing goals and strategies to support Oakton’s mission and vision, to advance our financial planning, and holistically focus on the diverse experiences of students. Now more than ever, it is imperative that Oakton create a strategic process for enrolling and retaining students (until they meet their goals) so that enrollment can be projected, maintained, and increased by design rather than by chance. For Oakton’s long-term success, enrollment stability must be and must remain a priority.

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SEM Guiding Principles, Framework, and Definition In building our SEM plan, the team used the following guiding principles, definitions, and student experience framework. These concepts take into consideration our institutional culture, our institutional priorities, and guide our institutional planning around enrollment management. Our SEM guiding principles are:

Enrollment is everyone’s business! SEM is an institution-wide priority and participation from across the institution is critical.

Student success is at the core of what we do.

SEM is synonymous with student success and is integrated into our strategic plan.

All SEM activities are mission driven.

SEM includes internal and external partners.

Relevant data will be used to inform and assess decision-making, goal-setting, and tactical planning.

SEM is part of the academic context and culture of the institution.

SEM and enrollment goals should be established based on institutional capacity and infrastructure and service levels must be maintained and/or improved to meet student needs.

Equity matters! Equity will be infused into the fabric and framework of Oakton’s work toward the planning and implementation of SEM.

Our student experience framework guided how we look at students’ journeys through the college. It is borrowed from Completion by Design (Rassen et al, n.d.). This “Loss/Momentum Framework” identifies critical junctures in a student’s life cycle where barriers that prohibit progression exist. When identified, they provide an opportunity for educators to understand the gaps and milestones, while developing strategies to support student momentum and progress through the barriers.

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To further underscore the importance of the student experience, each step in the above framework is aligned with a broad “issues category” identified within the Oakton SEM plan:

Connection: Marketing and visibility

Connection and entry: Comprehensive recruitment planning

Entry and progress: Enrollment and academic processes and efficiencies

Progress and completion: Persistence and student success Finally, the SEM Team adopted a “SEM definition” to maintain a point of reference and ensure our work remained central to the larger, institutional planning process. Our definition is based on language used by Ruffalo Noel Levitz, a national enrollment management consulting firm. SEM definition: Strategic enrollment management (SEM) aligns an institution's fiscal, academic, co-curricular, and enrollment resources with its changing environment to accomplish the institution's mission and ensure the institution's long-term enrollment success and fiscal health. SEM includes:

New student enrollment

Continuing student persistence

Marketing

Financial assistance (federal, state, college, grants and awards)

Completion, transfer and career preparedness

Institutional programs, practices, and policies

More than a long-term recruitment or retention plan

Values driven and disaggregated data-informed processes Who is Oakton? Founded in 1969, Oakton is a two-year community college offering associate's degree programs and noncredit courses in northern Cook County, Illinois. Oakton has campuses in Des Plaines and Skokie, and offers continuing education classes at off-campus locations throughout the district. Oakton’s district is approximately 109 square miles and serves the communities of Golf, Kenilworth, Northfield, Glencoe, Winnetka, Lincolnwood, Morton Grove, Wilmette, Niles, Northbrook, Park Ridge, Glenview, Skokie and Evanston, and portions of Des Plaines, Deerfield, Rosemont, Wheeling, Leyden and Norwood Park. Oakton’s district population is 486,807 (Oakton Community College, 2017) and has a median household income of $108,451 (Oakton Community College, 2019b). The median age for the district is 42, while the median age in Illinois is 37 (NIU, 2016.) According to the Environmental Scan conducted in 2016, more of Oakton’s population is entering retirement age than in the past while the birth rate is declining. Nearly 55% of Oakton’s district population holds a bachelor’s degree or higher, while approximately 32% of adults in Illinois hold a bachelor’s degree or higher.

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Oakton is accredited by the Higher Learning Commission of the North Central Association. Associate degrees in 80 areas of study prepare students to transfer to four-year institutions or to enter directly into careers. Continuing education programs offer personal enrichment and career advancement opportunities through courses ranging from art to home improvement to English as a second language. Oakton classes are taught by 700 full- and part-time faculty members. Oakton Current Student Profile Oakton’s students come from more than 55 nations, and more than half from non-white ethnic groups. Oakton Community College has been designated as an Asian American and Native American Pacific Islander-serving institution by the U.S. Department of Education. Listed below is data that displays Oakton’s student population, as stated in the Fall 2018 Enrollment Report, and District 535 population as listed in 2019 Human Resources cultural competence training material.

Ethnicity Fall 2018 Students District Population

Am. Indian or Alaska Native ˂1% 1%

Asian or Pacific Islander 23% 17%

Black/African American 8% 5%

Latino 17% 9%

White 46% 65%

No Information//Unknown 6% 4%

The Fall 2018 Enrollment Report states:

2,526 students (or 31%) enrolled full-time, and 5,416 (or 68%) enrolled part-time.

The average number of credit hours taken per student is 8.57 per semester.

29% of students are new first-year students, and 70% are returning students.

66% of students enroll in face-to-face instruction only, 13% of students only participate in online learning, while 19% of students take courses using both instructional methods.

70% of the students enrolled in transfer credit classes and 30% in career and technical education classes.

The median age is 26. Additional data revealed: 29% of Oakton students are first-generation college students (Oakton Community College, 2019b.) In 2017, Oakton awarded 1,834 career and technical education degrees and certificates and 1,260 transfer and general studies degrees and certificates (ICCB, 2019.) Because it is important to consider peer community colleges in Illinois, data from the 2017 National Community College Benchmark Project was reviewed and indicates:

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Oakton’s full-time credit headcount was 6th among the 9 Illinois community colleges participating in the study and ranked in the 64th percentile nationally.

Fall-to-fall persistence rate was 50% for full-time students, and ranked in the 66th percentile nationally,

Completion of first-time full-time students within 3 years was 18%, and ranked in the 32nd percentile nationally, and

Transfer of full-time students within 3 years was 40%, and ranked at the 100th percentile nationally.

Oakton’s Mission, Vision and Strategic Plan Alignment The SEM Plan helps to fulfill Oakton’s mission “by providing access to quality education throughout a lifetime, we empower and transform our students in the diverse communities we serve.” Our focus on students and our community is one of the team’s guiding principles. The SEM Plan also supports selected strategic goals and objectives identified within Oakton’s 2018-22 Strategic Plan, Success Matters, as listed below: Equity Matters: We will improve outcomes in key milestones for student success—developmental to

college pathway, course success, retention, persistence, and completion—with a particular focus on addressing opportunity gaps to increase the success of all students.

We will invest in equity-minded policies, practices, and behaviors that lead to success for all Oakton students from recruitment to goal attainment, with particular attention to students of color, first-generation college students, low-income students, students with different abilities, international students, military-connected students, adult learners, LGBTQ students, religious minorities, and undocumented students.

We will continue to promote the affordability of an Oakton education by seeking additional resources to support the cost of education for students and by developing more flexible ways to deliver financial aid.

Teaching and Learning Matter: We will implement dynamic, collaborative processes to update and promote program

offerings, program modalities, and course content in consideration of changing student needs as well as societal and labor trends.

We will expand our curricular pathways to promote timely and focused progress to

completion. Community Matters: We will expand our partnerships with district schools by focusing on recruitment and

outreach, dual credit, curriculum alignment, early placement, transfer and Career and Technical Education (CTE) pathways, summer bridge programs, and early- and middle-college opportunities.

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Planning Matters: We will engage in greater institutional planning for the future effectiveness of the college

with particular attention to departmental initiatives, strategic enrollment planning, master planning, and safety and security planning.

We will improve communication and expand marketing activities to share the value of Oakton within the region.

SEM Team Charge and Brief History The Division of Student Affairs collectively audited enrollment activities in their areas between 2015-2017. This early work helped lay a foundation for further enrollment planning. At the conclusion of this initial work, Joianne Smith (President) and Karl Brooks (Vice President for Student Affairs) with support from President’s Council and the Oakton Board of Trustees, convened a team of faculty, staff, and administrators to begin the college’s formal enrollment planning activities. In August 2017, the first SEM Team meeting was held with subsequent meetings facilitated on a monthly basis. Appendix A includes the list of inaugural SEM Team members from across the college identified to engage this important work. The charge of the SEM Team is to develop a strategic enrollment management plan grounded in data and best practices. This plan aligns with Oakton’s strategic plan and recruitment, retention, and completion initiatives. The team will:

develop enrollment targets,

shape marketing, communication, recruitment and retention strategies to support enrollment goals, and

monitor progress towards these goals. During 2017-18, SEM Team members presented to the Board of Trustees, faculty, staff, and students to communicate the status of enrollment and enrollment planning and garner feedback from the Oakton community. A draft SEM plan was written in late spring 2018 and shared broadly with various stakeholders throughout the college community during the summer and fall 2018. The communication timeline and opportunities for feedback from the college community are listed in appendix C. Current State Analysis Given the depth of information available, the SEM Team selected the following data highlights and enrollment landscape observations as key items for review by the general campus community.

The number of Illinois high school graduates has been decreasing and are predicted to continue decreasing through 2031 (Bransberger & Michelau, 2016).

Competition for our high school market share is increasing and Illinois has the second worst “outmigration” to attend higher education in the U.S. Out-of-state college enrollment increased 57% between 2002 and 2016. In 2002, 29% of

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Illinois seniors enrolled in an out-of-state school; in 2016, the percentage rose to 45% (IBHE, 2018a-b).

Illinois unemployment rates fell from 11.3% in 2010 (NCSL, 2019) to 4.1% in 2018 (IDES, 2018).

State investment and support for higher education has declined (nearly $1.4 billion dollars from 2000-2015), funding has been inconsistent (2015-2017 budget impasses), and state aid (i.e. MAP Grants) has not kept up with increases in tuition and fees (Center for Tax and Budget Accountability, 2017).

Oakton Community College enrollment peaked in 2010 and has declined every year since.

The number of credit hours students enroll in at Oakton has dropped 23.1% since FY2010, and student full-time equivalency has dropped by 24.7%. (Oakton Community College, 2019a.)

Oakton Student Enrollment and Credit Hours – March 2019

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It is important to note that based on the Illinois Community College Board data (as seen in the graph below) there has also been a decline in community college enrollment statewide . ICCB Fall 2018 Opening Enrollment Survey Results

https://www.iccb.org/iccb/wp-content/pdfs/reports/Fall_Enroll_2018.pdf

The decline in Oakton’s enrollment has similarities to the decline in community college enrollment throughout Illinois. Since there is no single statewide solution to improve enrollment at all institutions, Oakton must develop goals and strategies to improve our situation. The declines in enrollment affect Oakton’s financial stability and student success. Summary of Data Reviewed In fall 2017 and spring 2018, the SEM Team reviewed various Oakton data regarding enrollment, marketing, persistence and completion. Much of the data reviewed sparked questions for additional data. The goals that are identified later in this document are supported by the data. Appendix B lists the data and reports the SEM Team reviewed. The traditional enrollment funnel provides an example of how data enhances our decision making. Traditional enrollment funnels capture students from prospect or inquiry stage to enrolled student. Oakton does not currently collect prospect information, nor does it track inquiry to applicant stages, or disaggregated data via ethnicity. However a recently purchased Customer Relationship Management System (CRM) will allow us to collect and track this data in the future.

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The data below is an example of the bottom half of the enrollment funnel—from application to enrolled student. It demonstrates opportunities where students struggle to complete the enrollment steps. Additional outreach, communication, and support (as outlined in an Oakton SEM work plan) will allow us to better assist students in the transition from a completed application to placement, new student orientation, and registration. The total number of applicants for fall 2017 was 5,311. (This does not include 499 dual credit applications.) Approximately 50% of applications were from traditional-aged students, and 50% were from adult students.

Traditional Age (18-20)

Adult (21 and over)

All Students

Applicants 2,661 2,650 5,311

Completed Placement

1,684 (63%) NA NA

Completed Orientation

1,778 (67%) 1,235 (47%) 3,013 (57%)

Registered for Courses

1,578 (59%) 1,425 (54%) 3,003 (56%)

Paid Tuition 1,389 (52%)_ 1,093 (41%) 2,482 (43%)

Nationally, 40% of applicants who apply to a community college do not enroll (EAB, 2018). They identified a number of student obstacles, including:

1. Any delay in receiving a student ID number necessary for services such as advising, placement, and financial aid;

2. Completion of placement tests that lead to developmental education; 3. Lack of personalized financial aid advising; 4. Deciding a major when undecided about an educational objective.

Of Oakton’s 5,311 applicants displayed in the grid above, only 56% completed placement, orientation and registration, and only 43% paid their tuition and remained enrolled.

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Institutional data reveals differences persistence and in graduation rates based on ethnicity. The persistence rates for all entering students in fall 2017 who continued in fall 2018 or earned a certificate or degree and did not return to Oakton are displayed below. The persistence rate was near or greater that 50% for all ethnic groups, with the exceptions of Black/African American students.

Ethnicity Persistence rate N=2,130*

Asian or Pacific Islander 60% 470

Black/African American 35% 173

Latino 53% 390

White 49% 975

Other 45% 122 *Total new students may differ from enrollment report due to difference in calculation methods

Graduation rates, for degrees and certificates, from the fall 2015 cohort of first-time, full-time students are listed below. Latino students had the highest graduation rate, followed by White and Asian student groups.

Ethnicity Graduation Rate within 3 Years

N=507

Asian or Pacific Islander 19% 109

Black/African American 14% 21

Latino 23% 94

White 21% 257

Other 15% 26

The benchmarking data suggests the percentage of Oakton students who transfer may impact the number of students who persist and graduate and reveals an opportunity for the institution to increase the percentage of continuing students who remain enrolled at Oakton and graduate from Oakton. Additionally, there is opportunity within specific cohorts, specifically among our Black/African American students, to improve student success and impact Oakton’s equity goals. Additionally, the SEM Team considered facts such as:

Oakton’s high school market share is between 16%-18% for each fall cohort. This is comparable to other community colleges’ yields.

New students are more likely to enroll full time and are more likely to be financial aid recipients.

Online enrollment and dual high school enrollment is growing.

Persistence and completion rates for enrolled students has been increasing over the last few years (2015 – 2018).

Collectively, the data within the context of the higher education environment indicated there was no single solution that would change the downward enrollment trend. A multiphase approach that focuses on specific markets and provides support for students throughout their Oakton experience is necessary.

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Strategic Enrollment Goals The SEM goals support Oakton’s commitment to open enrollment and student success. SEM goals are aligned with the student experience framework (outlined earlier on page 5) that considers critical points in students’ educational life cycle including barriers that prohibit progression. Each subsection includes a description of relevant issues related to enrollment, a goal, and a summary of strategies outlined in the SEM work plan that align with each goal. The separate SEM work plan provides more detail on the strategies that support the completion of goals listed below. Enrollment targets do not currently include our high school dual credit program and non-credit enrollments at Oakton. The SEM team recognizes these will be important factors to consider as Oakton matures in our comprehensive work of strategic enrollment management.

1) Connection: Marketing and visibility: Increase community perception and knowledge of Oakton programs and offerings.

Oakton seeks to balance broad-based image marketing with an investment in targeted marketing to high-potential populations of prospective and returning students. This includes both traditional-age students and adult learners. Targeted marketing allows Oakton to match students with distinct educational programs and academic pathways based on their interests and aspirational goals, recognizing obstacles and opportunities at each life stage. This aligns with an equity-related mindset, where Oakton matches outreach efforts and educational offerings with the needs of our district population. A more sophisticated approach is expected to support recruitment and enrollment yields from identified populations and geographic areas.

Targeted marketing requires an enhanced understanding of our district demographics and individuals’ wants and needs. Initially, the College Relations office will conduct market research—including a perception study and an internal audit—to assess the baseline and inform re-branding efforts. This information will also be used to create a comprehensive enrollment marketing campaign plan that focuses on targeted outreach to high-potential audiences. The first new targeted campaigns will reach prospective high school and returning-adult student markets in 2019.

Targeted marketing based on demographic data and long-term goals will require continued segmentation and optimization. The marketing campaign sequence will continue into 2020 on a rolling 18-month plan. Completion of this goal will require more coordination of marketing efforts; inclusion of new methods and creative ideas; and assessment of new methods, including enhancement of Oakton’s public website. College Relations’ strategies will be measured using metrics such as website analytics, direct mail returns and response, e-mail opens and click-throughs, advertising engagement, inquiries, and attendance at campus visits and special events.

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A long-term goal outlined in the SEM work plan includes a re-design of Oakton’s website focused on prospective and current students as the priority audiences.

2) Connection and entry: Comprehensive recruitment planning: Goal: Increase fall new student enrollment from 2,377 in fall 2018 to 2,548 by fall 2023. Fall 2019 new student enrollment will be level with fall 2018 (2,377 students) and new student enrollment will increase in 1-2% increments thereafter.

The decline in overall enrollment, described in an earlier section, holds true for the enrollment of new students. According to current state analysis, there have been multiple challenges to stable enrollment including unstable state funding and increased competition from four-year institutions. A variety of strategies have been developed to enhance Oakton's ability to recruit new students. Strategies described in greater detail within the SEM work plan include:

Increasing technology (Customer Relationship Management System) to support collection and tracking of prospect and applicant data.

Developing multiple new communication plans based on market segments, and utilizing additional communication modalities.

Expanding high-touch personal interactions with student service personnel.

Reexamining opportunities to reduce barriers in enrollment processes.

Increasing recruitment activities and marketing to our underserved populations.

Transitioning students from non-credit to credit classes.

Assessing our intentional effort to assist students with the greatest financial needs.

It is important to recognize that new student recruitment also provides an intentional opportunity to support Oakton's strategic commitment to equity and an environment that supports the inclusion of all students. Further analysis and development of academic options, including career programs, is also necessary. Increasing course offerings in disciplines where limited seats exist and/or in programs of study that are highly sought to meet community members and employers’ needs. It is critical for Oakton to offer relevant academic programs including career programs that support employment.

3) Entry and progress: Enrollment and academic processes and

efficiencies: Goal: Increase the fall-to-fall persistence of all first-time students (full- and part-time) from 51% (2017-18) to 54% by 2023, which supports President Smith’s Wildly Important Goals (WIG);

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Goal: Increase continuing student enrollment from 5,565 in fall 2018 to 5,621 in fall 2019; and to 5,965 by fall 2023. This goal requires increasing overall continuing student enrollment by 1-2% each year.

The goal supports continued progress on a student success initiative to increase the fall-to-fall persistence of first-time students from 45% in year?? to 54% in 2023 and to address opportunity gaps for all students, especially under-represented students of color, first generation students, and low-income students. Oakton has placed a high priority on developing and implementing what is often referred to as “academic curricular pathways.” or “guided pathways” Development of curricular pathways will help students determine an educational path, make clear the academic work needed to accomplish their Oakton educational goal, and assist the college in efforts to support students in completion of their academic pathway. This work is expected to support students completing their educational path efficiently, and reduce students’ time to degree and educational expenses. Additionally, the courses identified in the pathway will effectively prepare students for careers and/or transfer paths to a four-year institution with credit hours that will be accepted for their major. Providing financial supports for students to remain enrolled is an additional strategy to increase enrollment and persistence. This may include additional payment plans, additional financial aid/scholarship programs, and/or tuition discounting. Additional strategies described in greater detail within the SEM work plan include:

Engaging students in the First-Year Experience.

Investigating the feasibility of increasing faculty participation in the current Persistence Project.

Continue developing, marketing, and implementing curricular pathways.

Increasing technology to support communication with enrolled students.

Developing continuing student communication plans and identifying additional communication modalities.

Including intervention/outreach when students change their major, or are in danger of being dropped from all courses for not meeting their payment requirement/deadline.

Expanding high-touch personal interactions with student service personnel.

Reexamining enrollment processes for continuing students to reduce perceived or real barriers.

Offering multiple ways students can place into college-level courses.

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Assessing our intentional effort to assist students with the greatest financial needs.

Creating programs and supports for first-generation students and underrepresented groups.

4) Progress and completion: Persistence and student success: Goal: Increase the completion percentage of first-time students (full- and part-time) who complete a degree or certificate within three years from the current 20 to 23% by 2023. Goal: Increase the completion percentage of first-time students who transfer without a degree or certificate within three years from the current 33 to 35% by 2023.

Providing students an engagement experience in the classroom is fundamental to a positive educational experience. Continuing to provide professional development for faculty is necessary to increase student engagement in the classroom. Persistence and student success strategies described in greater detail within the SEM work plan include:

Continuing support for Oakton’s First-Year Experience and faculty persistence project participation.

Providing developmental educational curriculum that supports progress to college-level courses.

Increasing academic and financial aid advising to support students’ course decision making and progress.

Adding a systematic wait listing process for filled courses.

Implementing priority registration to help students gain access to courses required for graduation.

Studying demand for course offering times and modalities, and building class schedules to meet student demands as well as aligning course scheduling with curricular pathways.

Expanding partnerships with four-year institutions to offer dual admission and 2 + 2 agreements.

Strategic Enrollment Management (SEM) Work Plan The SEM work plan is a complimentary internal document to the SEM plan. It describes the issues (by student success framework categories), goals, and strategies developed by the SEM Team and suggested by Oakton community members during the SEM-tember Community Conversations (as well as other feedback opportunities–see list in Appendix C). Goals and strategies identified in the SEM work plan consider effective use of valuable resources to enhance policies and practices that will support enrollment stabilization

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and eventual growth. Activities that are in process or can begin immediately are listed in the first half of the SEM work plan under immediate/priority goals. The second half of the SEM work plan includes aspirational, long-term goals. It also includes expected outcomes and how each goal links to Oakton’s Success Matters 2018-2022 Strategic Plan. SEM Team Next Steps Some of the SEM work plan strategies are underway, such as the Pathways Project, the customer relationship management (CRM) system, and the data warehouse. We will continue implementing and monitoring the SEM plan strategies and request future resources in the FY20 and future budgets in order to meet the SEM plan goals. The college plans to fill a Dean of Enrollment Management position for the 2019-20 academic year with a SEM expert who will lead the charge of implementing the SEM plan. This Dean will construct a SEM “Implementation and Monitoring” Team which will further support prioritizing the work plan and influence resource implementation (human and financial).

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High School Graduates, 9th Edition. Boulder, CO: Western Interstate Commission for Higher Education. Retrieved from https://www.luminafoundation.org/resources/knocking-at-the-college-door.

Center for Tax and Budget Accountability. (2017). Illinois’ Significant Disinvestment in Higher Education. Retrieved from https://www.ctbaonline.org/reports/illinois%E2%80%99-significant-disinvestment-higher-education.

EAB. (2018, April 10). The Four Most Common Onboarding Mistakes. Retrieved from https://www.eab.com/research-and-insights/community-college-executive-forum/expert-insights/2018/four-most-common-onboarding-mistakes.

Illinois Board of Higher Education. (2018a, January 26). IBHE Bulletin. Retrieved from https://www.ibhe.org/bulletin.aspx.

Illinois Board of Higher Education. (2018b). Outmigration Context: College Enrollment Patterns of Recent Illinois Public High School Graduates. Retrieved from https://www.ibhe.org/datapoints.html.

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Illinois Community College Board (2019). Annual Enrollment and Completion Data (Tables 111 7 and 8). Retrieved from https://www.iccb.org/data/data-characteristics/2018-data-and-characteristics-of-the-illinois-public-community-college-system/annual-enrollment-and-completion-data-2018.

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Northern Illinois University Center for Governmental Studies. (2016). Oakton Community College. Retrieved from https://www.oakton.edu/about/officesanddepartments/oir/research.

Oakton Community College. (2017). Success Matters: The Strategic Plan from 2018-2022. Retrieved from https://www.oakton.edu/about/instpubs.

Oakton Community College. (2018a). Fall Enrollment Report 2014-2018. Retrieved from https://www.oakton.edu/about/officesanddepartments/oir/research.

Oakton Community College. (2018b). 2017 President’s Report to the Community. Retrieved from https://www.oakton.edu/about/instpubs.

Oakton Community College. (2019a). FY2020 Budget Kickoff Presentation. Des Plaines, IL: Budget Office.

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Oakton Community College. (2019b). Demographic and Enrollment Data. Retrieved from https://www.oakton.edu/about/officesanddepartments/oir/student_outcomes/demographic_enrollment.php.

Rassen, E., Chaplot, P., Jenkins, D., & Johnstone, R. (n.d.). Understanding the Student Experience Through the Loss/Momentum Framework: Clearing the Path to Completion. Kerkely, CA: The RP Group; Completion by Design; New York, NY: Community College Research Center. Retrieved from https://ccrc.tc.columbia.edu/publications/understanding-student-experience-cbd.html.

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Appendix A

2018-19 SEM Team Members

The SEM Team consists of representatives from across the college and includes faculty, staff, and administrators. Team members are listed below:

Michele Brown, Director of Student Recruitment & Outreach

Sebastian Contreras Jr., Dean of Student Success

Michael Davids, Senior Manager, Editorial and Creative, College Relations

Randy Felsenthal, Lecturer, Division of Business and Career Technologies

Alyssa Humbles, Coordinator, Advising, Transitions and Student Success

Jesse Ivory, Senior Manager for Business and Community Programs, Continuing Ed

Renee Kozimor, Director of Software and User Services, Information Technology

Daryl Long, Assistant Professor of English

Bruce Oates, Director of Athletics and Registrar Services

Juletta Patrick, Assistant Vice President for Student Affairs, Dean of Access, Equity and Diversity

Nadia Richardson, Manager of Research, Office of Research and Planning

Katherine Sawyer, Chief Advancement Officer

Bob Sompolski, Dean of Mathematics and Technologies

Jennifer Strehler, Chair and Professor of Mathematics, COCAC Member

Cheryl Warmann, Director of Enrollment Services

Andy Williams, Controller, Budget and Accounting Services

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Appendix B

SEM Team Summary of Data Reviewed

Strategic Enrollment Management Team Summary of Data Reviewed

January 2018 EXTERNAL DATA: Illinois Community College Board (ICCB) Summary of Opening Enrollment Survey Report (Fall 2013-2017). Community colleges report opening fall term enrollment figures to the ICCB using a brief web based survey. These figures reflect student enrollments as of the end of registration for the spring semester—usually the 10th day of the term. Illinois Community College Board (ICCB) Summary of Spring Enrollment Survey Report (Spring 2013-2017). Community colleges report opening spring term enrollment figures to the ICCB using a brief, web-based survey. These figures reflect student enrollments as of the end of registration for the fall semester—usually the 10th day of the term. Illinois Community College Board (ICCB) Comparison of Annual Credit Enrollments Report (2011-2015). This annual report is produced by the ICCB and contains detailed information and data tables about students in Illinois community colleges. Annual report data are obtained from community colleges and compiled in one reference document to provide summary-level data. Ruffalo Noel Levitz’s 2017 Student Retention Indicators. A report identifying benchmarks of key indicators of undergraduate student retention, based on an electronic poll of college and university officials in January and February of 2017. The benchmarks are provided separately for four-year private institutions, four-year public institutions, and two-year public institutions. INTERNAL DATA:

Fall Enrollment Report (2012-2016). The college’s official enrollment report that shows the term’s headcount data as of the census date (defined “as of the end of the tenth day of instruction”) and will reflect the data that is submitted to the Illinois Community College Board (ICCB) and the U.S. Department of Education’s Integrated Postsecondary Education Data System (IPEDS). Data are broken out by student enrollment characteristics and student demographic characteristics. Report produced by the Office of Research and Planning.

Fall Enrollment Disaggregated by New and Returning Students (2015-2016). Raw data requested by the Strategic Enrollment Management Team to get a better sense of enrollment and demographic characteristics broken out by new students and returning students. Data provided by the Office of Research and Planning. Fall Headcount Summary (2012-2016). Raw data and graphic representation of headcount numbers for the fall terms from 2012-2016 provided by the Office of the Registrar.

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Fall Credit Hours Summary (2012-2016). Raw data and graphic representation of total credit hours for the fall terms from 2012-2016 provided by the Office of the Registrar. Oakton’s Fall Full-Time Enrollment Summary (2012-2016). Raw data and graphic representation of full-time enrollment numbers for the fall terms from 2012-2016 provided by the Office of the Registrar. Spring Headcount Summary (2013-2017). Raw data and graphic representation of headcount numbers for the spring terms from 2013-2017 provided by the Office of the Registrar. Spring Credit Hours Summary (2013-2017). Raw data and graphic representation of total credit hours for the spring terms from 2013-2017 provided by the Office of the Registrar. Spring Full Time Enrollment Summary (2013-2017). Raw data and graphic representation of full time enrollment numbers for the spring terms from 2013-2017 provided by the Office of the Registrar. Summer Headcount Summary (2011-2017). Raw data and graphic representation of headcount numbers for the summer terms from 2011-2017 provided by the Office of the Registrar. Summer Credit Hours Summary (2011-2017). Raw data and graphic representation of total credit hours for the summer terms from 2011-2017 provided by the Office of the Registrar. Summer Full Time Enrollment Summary (2011-2017). Raw data and graphic representation of full time enrollment numbers for the summer terms from 2011-2017 provided by the Office of the Registrar. Higher Learning Commission (HLC) Open Pathway Quality Initiative Report (2017). The HLC conducts comprehensive evaluations of higher education institutions that affirm the institution continues to meet the criteria for accreditation, pursues institutional improvement, and complies with requirements set by the U.S. Department of Education. The Quality Initiative Report discusses Oakton’s Student Success Team and its impact on student learning and student success/persistence as a result of its participation with the Achieving the Dream initiative. Persistence Rates Summary (2016-2017). Data of fall 2016 to fall 2017 persistence rates for students broken down by gender, age, ethnicity, objective, and intent. Data provided by the Office of Research and Planning. Persistence Rates for First-Time, Full-Time Students Summary (2014-2016). Data of fall-to-fall persistence rates for first-time, full-time students broken down by gender, age, ethnicity, objective, and intent. First-time, full-time student data are important as these data are used regularly for national reporting. Data provided by the Office of Research and Planning. Completion Rates Summary (2014-2017). Data of students completing associate’s degrees and certificates broken down by gender, ethnicity, and objective. Data provided by the Office of Research and Planning.

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Online Student Profile Summary (2014-2017). Total enrollment data for students enrolled in online courses broken down by gender, age, ethnicity, campus, and residence. Data provided by the Office of Research and Planning. Online Course Success Compared to ATD Institutions Participating in Community College Benchmarking Project (2017). Report comparing Oakton’s online course success data with other Achieving the Dream schools participating in the National Community College Benchmarking Project. Data provided by the Office of Research and Planning. Course Success by Delivery Method Summary (2016-2017). Data of enrollment and course success rates for all courses in fall 2016, spring 2017, and summer 2017 by course delivery method. Course delivery methods were broken out by face-to-face, online, and hybrid sections. Data provided by the Office of Research and Planning. Course Success by Department and Delivery Method Summary (2016-2017). Data of enrollment and departmental success rates for all courses in fall 2016, spring 2017, and summer 2017 by course delivery method. Course delivery methods were broken out by face-to-face, online, and hybrid sections. Data provided by the Office of Research and Planning. Dual Credit Summary (2015-2017). Data of dual credit enrollment by term and broken out by total sections and total enrollment. Data provided by the Office of the Registrar. High School Yield/Market Share Summary (2007-2016). Data of in-district high school graduating class size and number of in-district high school students who were enrolled at Oakton in the fall term. Data provided by the Office of Student Recruitment and Outreach. Enrollment Funnel Data Summary (Fall 2017). Data on completion of the various steps for enrollment that a student might face. Enrollment steps include submitting an application, completing placement, attending in-person or online orientation, enrollment in the term, and making payments.

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Appendix C

Oakton Community Conversations and Opportunities for Feedback

Communication Timeline Introduce SEM concepts and promote opportunities to view draft plan and share feedback: Tuesday, July 10, 1-2 p.m.—Coffee & Conversation August 14—COCAC lunch Division Meetings Share SEM draft plan and solicit feedback: Thursday, June 28, 10 a.m.-12 p.m.–All Administrator Meeting Thursday, August 16, 9:30-10:30 a.m.–Faculty Orientation presentation Tuesday, August 21, 7:30 p.m.–Board of Trustees presentation SEM-tember Community Conversations: Wednesday, September 5, 3-4 p.m., Des Plaines Thursday, September 13, 10-11 a.m. and 3-4 p.m., Skokie Monday, September 17, 5-6 p.m., Des Plaines Tuesday, September 25, 10-11 a.m., Des Plaines SEM Team Meetings: Summer Meeting—Tuesday, July 17, 2-4 p.m., Innovation Room Fall Meetings—once a month on Tuesdays from 2-4 p.m., Innovation Room