ENROLLMENT MANAGEMENT PLAN 2020 - SUNY Oneonta · Environmental Scan Trends in NY High School...

ENROLLMENT MANAGEMENT PLAN

2020

SUNY Oneonta Enrollment Management Plan, 2020

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Table of Contents

I. Introduction

Message from President Nancy Kleniewski ------------------------------------------------------ 4

EM Plan Highlights ------------------------------------------------------------------------------- 5

Overview Institutional Strategic Plan 2015 ------------------------------------------------------- 4 - Mission and Vision - Current enrollment-focused institutional goals - Strong institutional values and interests (SUNY Performance Improvement Plan) - Recent priorities (Campus alignment with SUNY Excels)

II. Enrollment History

Enrollment History ------------------------------------------------------------------------------- 8 - Undergraduate Enrollment - Graduate Enrollment - Non-Degree Enrollment - Total Enrollment

III. Environmental Scan

Trends in NY High School Graduates ------------------------------------------------------------- 10 - Overall High School Graduate Trends - Public High School Race/Ethnicity Graduate Trends

Trends in SUNY Community College Enrollments ------------------------------------------------ 12 - Total Enrollment Comparison

Trends in SUNY 4-year Institution Enrollments --------------------------------------------------- 13 - Total Undergraduate Enrollment Comparison - Total Graduate Enrollment Comparison

Access and Affordability ------------------------------------------------------------------------- 15 - Average Estimated Cost of Attendance (COA) - Average Cost of Attendance (COA) Comparison - Undergraduate Student Financial Aid Comparison - Average Net Price Comparison - Average Annual Cost by Family Income

Current Enrollment Profile ----------------------------------------------------------------------- 18

SUNY Oneonta Tuition Revenue Outlook -------------------------------------------------------- 19


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IV. Key Enrollment Indicators

Key Enrollment Indicators ------------------------------------------------------------------------ 20 - Total Enrollment - Recruitment and Admissions - Academic Preparation - Demographic - Student Progress - Post-Graduation Success

Comparative Data ------------------------------------------------------------------------------- 23 - Undergraduate Enrollment Demographic Comparison - Undergraduate Academic Profile Comparison - Undergraduate Retention and Graduation Rate Comparison

V. Enrollment Target(s) and Forecast

2018 Fall Enrollment Target, and 2019-2022 Forecasts ------------------------------------------- 25

VI. Enrollment Goals, Objectives

Recruitment and Admissions --------------------------------------------------------------------- 27

Student Retention and Success ------------------------------------------------------------------- 28

VII. Appendices

Appendix A – Enrollment History, 2018-19 Target, and Forecast --------------------------------- 29

Appendix B – Undergraduate Recruitment Funnel ----------------------------------------------- 30

Appendix C – Undergraduate First-Year Retention ----------------------------------------------- 33

Appendix D – Undergraduate Graduation Rates ------------------------------------------------ 35

Appendix E – Average Time To Degree ---------------------------------------------------------- 36

Appendix F – Goals, Strategic Diversity and Inclusion Plan 2020 --------------------------------- 37

Appendix G – Enrollment Management Committee Charge and Membership ----------------- 40

Appendix H – Action Plan ------------------------------------------------------------------------ 42


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SECTION I: INTRODUCTION

Message from the President - February, 2018

Dear members of the SUNY Oneonta community,

I am pleased to share with you the college’s updated Enrollment Management Plan. This plan is the product of more than a year’s worth of data collection, analysis, and deliberation by the Enrollment Management Committee. Several campus groups have participated in refining previous drafts, including the Strategic Planning Council, Budget Advisory Committee, President’s Executive Council, Council of Chairs, the College Senate, and the President’s Cabinet. I am very grateful to all of the individuals who prepared the plan and provided input, especially members of the Enrollment Management Committee, whose names are listed in Appendix G.

The discipline of enrollment management has evolved from a narrow focus on undergraduate admissions to an institution-wide endeavor. At SUNY Oneonta, enrollment management consists of setting and monitoring goals and targets for total student enrollment, including graduate and international students, as well as adopting strategies to ensure that our student body is diverse. Enrollment management is also concerned with student success, including tracking retention and graduation rates of different groups of students, identifying barriers to academic success and degree completion, and developing strategies for assisting students who need help in meeting their academic, financial, and social goals in college.

Since the number of high school graduates in New York State continues to decline, enrollment management is an institutional imperative to maintain the size of our college and continue to offer our high quality programs. This effort requires the cooperation and active participation of the entire campus. The plan you are about to read takes a broad perspective and touches on many operational areas of the campus. As a member of the faculty or staff, regardless of your formal role, you can have a positive impact on student success. I hope that you can find ways to make a student’s experience on campus as seamless and fulfilling as possible.

All of us can help students realize my four wishes for their college experience:

• That they study something they love and become good at it • That they grow as people to be more thoughtful, confident, creative, and ethical; • That they graduate on time with the least possible debt; and • That they launch a successful career or go on to further study.

Thank you for your interest and participation in enrollment management.

Sincerely,

Nancy Kleniewski


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Enrollment Management Plan Highlights -

SUNY Oneonta’s Enrollment Management Plan achieves a number of important milestones in moving the college forward consistent with our strategic goals.

First, the enrollment plan enhances, supports, and places greater institutional commitment on achieving the goals of our Strategic Plan - Strategic Plan 2015: Scholarship, Service, Strength. This plan recommends specific goals and objectives that represent the highest priorities for advancing the college’s enrollment-focused institutional goals between 2018-20.

Second, the Enrollment History, Environmental Scan, and Key Enrollment Indicators provide critical contextual information upon which the plan’s goals and objectives are grounded. The college’s undergraduate enrollment remains stable and healthy, while graduate enrollment is poised for additional growth. However, student demographics are changing, fiscal pressures are increasing, and the college’s capacity to grow undergraduate enrollments is limited in the short term. The following critical observations have emerged in the current enrollment planning process:

• Achieving steady, but modest undergraduate enrollment growth will enable the college to generate adequate revenue to support current college operations, adapt to changing student demographics, and provide opportunity to pursue other sources of revenue.

• Deliberate, yet swift expansion of other-than-traditional undergraduate offerings will increase capacity to generate additional revenues and guard against unexpected shifts in undergraduate enrollment.

• Purposefully cultivating new relationships and community partnerships through outreach affirms the college’s commitment to recruiting, enrolling, and supporting a talented, well-qualified student body as well as advance the college’s diversity and inclusiveness goals.

• Proactively adopting student-centered support structures will accelerate the college’s progress in meeting retention and graduation goals, while simultaneously enhancing our commitments to distinctive student engagement.

• Service to, and success for groups such as students who are first in their family to attend college or URM students should increasingly be points-of-pride for SUNY Oneonta.

• Support for curricular and co-curricular innovation promises opportunities for engagement will empower faculty/student interactions and open up additional opportunities for co-curricular engagement, undergraduate research, and applied learning while simultaneously allowing the college to diversify its revenue streams

Third, the Enrollment Target and Forecast, as well as the Enrollment Goals and Objectives clearly identify key aspirations and priorities for resources and institutional commitment. The enrollment plan serves as a game plan – an invitation to collaboration and action to the whole community over the next two academic years.

Finally, this enrollment plan represents a launch point for future enrollment planning. The Enrollment Management Committee will delve deeper into many issues that are important to SUNY Oneonta and build upon the work represented in this document. This plan is the first of many official enrollment plans, which will provide the college with a clear vision for how we will collectively address recruitment, admissions, and retention challenges, while keeping students and their success at the center of all we do.

http://www.oneonta.edu/strategicplan/


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Overview Institutional Strategic Plan -

The foundation of SUNY Oneonta’s ongoing enrollment planning efforts is the college’s mission, vision, and strategic priorities, as articulated in our current strategic plan - Strategic Plan 2015: Scholarship, Service, Strength.1 Successful enrollment strategies require inclusive collaborations that involve the whole college community as well as support from all levels of the organization. Together we embrace the concepts and values in these statements and infuse them in our work to support students on their paths to success:

Mission

“SUNY Oneonta unites excellence in teaching, scholarship, civic engagement, and stewardship to create a student-centered learning community.”

Vision

“SUNY Oneonta will be recognized as a leader in challenging and empowering students to identify and achieve ambitious goals. We will ensure a quality and affordable education emphasizing ethical, critical, and creative thinking for our graduates to succeed in a diverse and changing world.”

CURRENT ENROLLMENT-FOCUSED INSTITUTIONAL GOALS

The Enrollment Management Committee (see Appendix F) and Enrollment Management Division are charged with planning for optimum enrollments as well as developing, coordinating, and supporting institution-wide strategies to reach our recruitment, retention, and graduation goals. Within our current institutional strategic plan, three enrollment-focused themes are clear:

(Paraphrased from Institutional Strategic Plan, 2015) -

1. Improve student success through increased academic engagement. (Goal 1:A-E; Goal 2:C,E; Goal 3:A,C)

2. Ensure financial stability through sustainable enrollment growth and increased revenue. (Goal 3:B; Goal 4:A-C)

3. Expand access to SUNY Oneonta by leveraging the college’s distinctive characteristics. (Goal 2:A,B,D; Goal 3:D,E)

1 http://www.oneonta.edu/strategicplan/




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STRONG INSTITUTIONAL VALUES AND INTERESTS

(Current SUNY Performance Improvement Plan) –

1. Excellence in teaching, learning, and scholarship; 2. Student engagement; 3. A liberal arts foundation; 4. An inclusive community; 5. Global connectedness; and 6. Stewardship.

RECENT PRIORITIES

(Current SUNY Performance Improvement Plan, campus alignment with SUNY Excels) –

1. Raise overall enrollment; 2. Increase the percentage of minority students; 3. Improve retention of first-time, full-time students; 4. Increase graduation rates at four and six years; 5. Ensure students’ financial literacy; and 6. Advance scholarship, discovery and innovation


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SECTION II: ENROLLMENT HISTORY The enrollment history in this section, as well as the targets and forecasts in Section V, focus on Fall semester enrollment which generally aligns with the college’s existing planning and external reporting cycles (see also Appendix A). However, as this plan is implemented, additional data/analysis for Spring and Summer semesters will be integrated into our enrollment planning framework and future iterations of the enrollment plan will include observations and insights relative to these enrollment periods.

Enrollment History –

Undergraduate Enrollment, Fall 2012 – Fall 2017

Source: SUNY BI, Office of Institutional Research, Enrollment Management Analysis


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Graduate Enrollment, Fall 2012 – Fall 2017


Non-Degree Enrollment, Fall 2012 – Fall 2017


Total Enrollment, Fall 2012 – Fall 2017



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SECTION III: ENVIRONMENTAL SCAN

Trends in NY High School Graduates - Currently, 93.1% of SUNY Oneonta’s total enrollments (Fall 2017) are undergraduates and 97.7% of all undergraduates are NY residents. For the foreseeable future, undergraduate NY residents will continue to be the college’s largest student group and of primary strategic importance. Additionally, the total number of students graduating from public and private high schools in NY has been declining since 2009 resulting in increased competition in both NY and the Northeast.2

OVERALL HIGH SCHOOL GRADUATE TRENDS

New York, 2001 – 2034 New York, 2012 - 2022

Source: WICHE, Knocking at the College Door 2016 (http://knocking.wiche.edu/)

Key Observations:

• Between 2012 and 2022, total NY high school grads are projected to decline: -3%

• Between 2018 and 2022, total NY high school grads are projected to fluctuate: projected increases in two of five years and modest declines in the remaining years.

• Total NY high school grads are projected to peak sharply between 2022 and 2025, followed by nearly a decade of projected decline.

• Further research needs to be done to observe regional high school graduate trends in NY. Of particular interest are trends in NYC, Long Island, Western NY, and North-Central NY.

2 http://knocking.wiche.edu/

http://knocking.wiche.edu/

http://knocking.wiche.edu/


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PUBLIC HIGH SCHOOL RACE/ETHNICITY GRADUATE TRENDS

New York, 2001 – 2034 New York, 2012 – 2022

Source: WICHE, Knocking at the College Door 2016 (http://knocking.wiche.edu/)

Key Observations:

• Total non-White NY high school graduates in NY are projected to increase from 43% to 55% between 2012-13 and 2031-32.

o Hispanic NY high school graduates are projected to increase dramatically between 2012 and 2025, leveling out thereafter.

o Black NY high school graduates are projected to remain consistent through 2025 and decline thereafter. o Asian/Pacific Islander NY HS graduates are projected to increase steadily through 2032. o American Indian/Alaska Native NY high school graduates are projected to increase sharply between 2012

and 2025, leveling out thereafter. o White NY high school graduates are projected to decline steadily through 2032.

• Further research needs to be done to observe regional high school race/ethnicity trends in NY. Of particular interest are trends in NYC, Long Island, Western NY, and North-Central NY.

http://knocking.wiche.edu/state-profiles/


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Trends in SUNY Community College Enrollments – Currently, 29.9% of new students (Fall 2017) are transfer students and 65.3% of all transfer students transfer from a community college. Also, of those transferring from a community college, 95.0% transfer from a SUNY community college. SUNY community college enrollment will continue to be a key driver of transfer student enrollment and, as competitive pressures increase, transfer student enrollments will increase in strategic importance.

TOTAL ENROLLMENT COMPARISION

SUNY Community Colleges, Fall 2013 – Fall 2017

Source: SUNY BI

Key Observations:

• Total SUNY CC enrollment declined: -12.7% from Fall 2013 to Fall 2017.

• Total SUNY CC full-time enrollment declined: -17.6% from Fall 2013 to Fall 2017.

• Total SUNY CC part-time enrollment declined: -6.2% from Fall 2013 to Fall 2017.

• Further research needs to be done to determine what portion of SUNY Community College Enrollments are traditional-age students and therefore more likely to transfer to SUNY Oneonta.


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Trends in SUNY 4-Year Institution Enrollments –

As a measure of overall student interest and college-going within our sector, SUNY 4-year institution enrollments describe the general landscape within which SUNY Oneonta competes for students (excludes specialty and technology colleges). Also, SUNY 4-year institution enrollments generally describe the system’s capacity for Baccalaureate degree production and may signal opportunities or threats as capacities shift from one institution to another or one sector to another.

TOTAL UNDERGRADUATE ENROLLMENT COMPARISION

SUNY 4-Year Institutions, Fall 2013 – Fall 2017

Source: SUNY BI Key Observations:

• Total SUNY 4-year undergraduate enrollment increased: 0.9% from Fall 2013 to Fall 2017. o Total University Center enrollment increased: +6.6%. o Comprehensive College enrollment declined: -3.4%. o SUNY Oneonta enrollment increased: 2.4%.

• SUNY 4-year full-time enrollment increased: +1.8% from Fall 2013 to Fall 2017, part time -6.5%. o University Center full-time enrollment increased: +7.3%, part-time -3.2%. o Comprehensive College full-time enrollment declined: -2.7%, part time -7.7%. o SUNY Oneonta full-time enrollment increased: 2.7%, part time -10.4%.

• Further research needs to be done to describe the competitive landscape amongst NY high school graduates who are also interested in 4-year private institutions.


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TOTAL GRADUATE ENROLLMENT COMPARISON

SUNY 4-Year Institutions, Fall 2013 – Fall 2017

Source: SUNY BI Key Observations:

• Total SUNY 4-year graduate enrollment declined: 0.8% from Fall 2013 to Fall 2017. o Total University Center enrollment increased: +1.5%. o Comprehensive College enrollment declined: -8.32%. o SUNY Oneonta enrollment increased: +78.6%

• SUNY 4-year full-time enrollment declined: +1.1% from Fall 2013 to Fall 2017, part-time -0.5%. o University Center full-time enrollment increased: +0.6%, part-time +2.9%. o Comprehensive College full-time enrollment declined: -9.7%, part time -7.2%. o SUNY Oneonta full-time enrollment: +5.3%, part time +175.2%.


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Access and Affordability - Reasonable tuition, fees, and other costs made possible through public support put higher education within reach for many students and available financial aid resources – state, federal, private, and institutional – ensure that aspiring students are able to access the outstanding educational opportunities available at SUNY Oneonta. Keeping SUNY Oneonta affordable for students at all income levels is an investment in talent and quality, as well as a top priority. Financial aid is a driver of competitive advantage:

AVERAGE ESTIMATED COST OF ATTENDANCE (COA)

Full-Time, Undergraduate, by Sector (Enrollment Weighted), 2017-18

Source: College Board Trends in College Pricing (https://trends.collegeboard.org/sites/default/files/2017-trends-in-college-pricing_0.pdf)

AVERAGE COST OF ATTENDANCE (COA) COMPARISON

Selected SUNY Comprehensive Colleges3, 2015-16

Source: National Center for Education Statistics, College Navigator (https://nces.ed.gov/collegenavigator/)

3 SUNY Comprehensive Colleges included in charts in this subsection are those whose available data most closely align with SUNY Oneonta’s.

https://trends.collegeboard.org/sites/default/files/2017-trends-in-college-pricing_0.pdf

https://nces.ed.gov/collegenavigator/


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UNDERGRADUATE STUDENT FINANCIAL AID COMPARISON

Selected SUNY Comprehensive Colleges, 2015-16


AVERAGE NET PRICE COMPARISON

Selected SUNY Comprehensive Colleges, 2015-16





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AVERAGE ANNUAL COST BY FAMILY INCOME

SUNY Oneonta, 2016-17

Source: US Department of Education College Scorecard (https://collegescorecard.ed.gov/school/?196185-SUNY-Oneonta) Key Observations:

• In terms of total COA, little differentiation amongst selected institutions. o Interesting variations between on-campus and off-campus costs suggests inconsistent methodologies for

establishing COA components. • In terms of Net Price, significant differentiation amongst selected institutions, especially in low and middle-income

bands. o Suggests significant differences in total non-loan aid available to students. o Suggests significant difference in need vs. merit targeting of grants/scholarships.

• Average annual cost equals 28.4% of annual income for a family making $30,000 per year, 17.3% for a family making $110,000 per year.

o 11.1 point gap which is favorable compared to many other SUNY Comprehensive Colleges

https://collegescorecard.ed.gov/school/?196185-SUNY-Oneonta


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Current Enrollment Profile – The enrollment landscape continues to be dynamic and highly competitive in the Northeast, in New York, and within SUNY. In response to changing trends amongst returning undergraduate students, the college pursued and exceeded aggressive enrollment targets (+11.8% target, +17.6% actual) for Fall 2017. SUNY Oneonta continues its commitment to recruiting and enrolling a well-qualified incoming class using a selective admissions process with the following outcomes for Fall 2017 (compared to Fall 2016):

New Freshman Undergrad 11,139 applications +4.5% 6,618 accepts (59.4% accept) +17.6% 1,491 deposits (22.5% capture) +23.4% 1,395 enrollments (21.1% yield) +24.1%

Special Admit Undergrad (Subset, New Freshman) 1,986 applications +3.5% 143 accepts (7.2% accept) +32.4% 106 deposits (74.1% capture) +58.2% 102 enrollments (71.3% yield) +67.2%

Transfer Undergrad 2,037 applications +2.6% 1,282 accepts (62.9% accept) +3.0% 650 deposits (50.7% capture) -0.5% 594 enrollments (46.3% yield) -1.0%

New Graduate 396 enrollments +28.6%

New Non-Degree 37 enrollments -5.1%

New Freshman Academic Profile 89.9 Average High School GPA -0.9 23 Average ACT Composite Score -1 1130 Average SAT Score +13

Key Observations:

• Amongst incoming freshmen, academic profile remains strong: o 89.9 average High School GPA (down from 90.8), Mid 50% 86.5-92.2 o 23 average ACT (down from 24), Mid 50% 21-25 o 1130 average SAT (up from 1117), Mid 50% (new) 1060-1190, Mid 50% (old) 1010-1140 o 63.5% are female, 36.5% are male (no change) o 42.0% are first-generation students (up from 39.4%) o 26.7% are under-represented minority (URM) students (up from 21.8%) o 2.1% are non-resident or international students (up from 1.7%)


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• Amongst our graduation student population: o Enrollments are at a 5-year high, a 105.9% increase compared to Fall 2012

SUNY Oneonta Tuition Revenue Outlook – At current enrollment levels, anticipated expenditure increases will outpace planned tuition increases within two years. Accordingly, modest enrollment gains are necessary to support current spending priorities, including mandated and inflationary cost increases, as well as allow for investment in future strategic priorities and provide safeguards for unanticipated costs or revenue variance. Planned undergraduate enrollment growth of approximately 60 students per year for each of the next five years (+5.2% through Fall 2022) will generate an additional $0.5 million in annual tuition revenue. Without growth, the College faces a core operating budget gap resulting in significant expenditure reductions to maintain financial stability.

Source: SUNY Oneonta, Office of Finance and Administration Analysis


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SECTION IV: KEY ENROLLMENT INDICATORS Key enrollment indicators are periodic measurements that describe important characteristics of our student populations. These measurements are relevant within a variety of contexts and sub-contexts (i.e. all students, full-time students, students within a certain schools or disciplines, or any combination of two or more measurements). These key enrollment indicators allow us to:

1. observe how important attributes of our student population(s) change over time (i.e. identify trends); 2. compare our student population(s) to like or similar populations at other institutions (i.e. establish internal and

external benchmarks); and 3. set measurable goals (i.e. identify specific targets and timeframes).

While not an exhaustive list of relevant indicators, the following provide important contextual information for this enrollment plan.

Key Enrollment Indicators –

CATEGORY: TOTAL ENROLLMENT Total Enrollment Current (Fall 2017) 3-Year Trend

Indicator(s): New Freshmen Undergrad 1,402 +24.1% Transfer Undergrad 598 +7.0% Continuing Undergrad 3,950 -4.5% Graduate 397 +56.3% Non-Degree 43 +7.5% TOTAL 6,390 +4.4%

CATEGORY: RECRUITMENT AND ADMISSIONS New Freshman Undergrad Current (Fall 2017) 3-Year Trend

Indicator(s): Applicants 11,139 -3.1% Admits 6,618 (59.4% accept) +18.2% Deposits 1,491 (22.5% capture) +21.9% Enrollments 1,395 (21.1% yield) +22.8%

Special Admit (Subset, New Freshman) Current (Fall 2017) 3-Year Trend Indicator(s): Applicants 1,986 -13.2%

Admits 143 (7.2% accept) +45.9% Deposits 106 (74.1% capture) +82.8% Enrollments 102 (71.3% yield) +100%


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Transfer Undergrad Current (Fall 2017) 3-Year Trend Indicator(s): Applicants 2,037 -2.0%

Admits 1,282 (62.9% accept) +4.6% Deposits 650 (50.7% capture) +3.3% Enrollments 594 (46.3% yield) +4.4%

Continuing Undergrad Current (Fall 2017) 3-Year Trend Indicator(s): Freshman 208 +60.9%

Sophomore 1,006 -7.0% Junior 1,280 +2.2% Senior 1,314 -8.2% Senior+ 143 -40.5%

Graduate Current (Fall 2017) 3-Year Trend Indicator(s): New Master’s 103 +60.9%

New Certificate 4 +300% Continuing Master’s 271 +50.6% Continuing Certificate 10 +11.1%

Non-Degree Current (Fall 2017) 3-Year Trend Indicator(s): Undergrad 21 -16.0%

Graduate 22 +46.7%

CATEGORY: ACADEMIC PREPARATION Freshman Profile Current (Fall 2017) 3-Year Trend Indicator(s): Average High School GPA 89.9 -1.2

Average ACT Composite Score 23 -1 Average SAT Score 1130 +13

CATEGORY: DEMOGRAPHIC Undergrad Enrollment Status Current (Fall 2017) 3-Year Trend Indicator(s): Full-time (12+) 98.4% -0.3 pp4

Part-time (<12) 1.6% +0.3 pp

Undergrad Residency Current (Fall 2017) 3-Year Trend Indicator(s): NY Resident 97.7% +0.3 pp Non-Resident 1.4% no change International 0.9% -0.3 pp

Undergrad Underrepresented Minority Current (Fall 2017) 3-Year Trend Indicator(s): URM 20.3% +4.4 pp Non-URM 77.7% -3.6 pp International 0.8% -0.4 pp Unknown 1.2% -0.4 pp

4 ”pp” indicates a change in in percentage points, as opposed to a percent increase/decrease as indicated elsewhere by “%”


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Undergrad Gender Current (Fall 2017) 3-Year Trend Indicator(s): Female 59.7% -0.5 pp Male 40.3% +0.5 pp

Student Financial Aid Current (AY 2015-16) 3-Year Trend Indicator(s): Grant or Scholarship Aid Recipient 56% no change

Pell Grant Recipient 31% +1 pp Federal Student Loan Recipient 63% -1 pp Average Grant or Scholarship Aid $7,278 +$908 Average Pell Grant $4,292 +$165 Average Federal Student Loan $6,541 -$192

CATEGORY: STUDENT PROGRESS 1st Year Retention Current 3-Year Trend Indicator(s): Freshmen (Fall 2015 cohort) 83.1% -3.6 pp

Graduation Current 3-Year Trend Indicator(s): 4-year Rate (Fall 2012 cohort) 62.9% +5.4 pp

5-year Rate (Fall 2011 cohort) 70.1% +0.1 pp 6-year Rate (Fall 2010 cohort) 72.1% +0.3 pp 6-year Transfer-Out Rate 23% +9 pp

CATEGORY: POST-GRADUATION SUCCESS Student Debt Current 3-Year Trend Indicator(s): Median Federal Debt @ Graduation (2016) $21,500 -$1,000 Cohort-Default Rate (FY 2014) 3.1% no change


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Comparative Data – Periodically measuring relevant and important characteristics allows us to observe key trends amongst our student population(s) over time and provides insight into both our students’ performance and our performance as an institution. Many of these important characteristics are also measured by all other higher education institutions and reported annually through state and federal reporting mechanisms. These data are publically available and provide the opportunity to compare like/similar institutions and establish benchmarks, which are useful for setting institutional priorities and goals.

UNDERGRADUATE ENROLLMENT DEMOGRAPHIC COMPARISON

Selected SUNY Comprehensive Colleges5, Fall 2016


Key Observations:

• Lowest percentage of non-white and part-time students amongst selected institutions. • Highest percentage of traditional age and in-state residents amongst selected institutions.

5 SUNY Comprehensive Colleges included in charts in this subsection are those whose available data most closely align with SUNY Oneonta’s.



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UNDERGRADUATE ACADEMIC PROFILE COMPARISON

Selected SUNY Comprehensive Colleges, Fall 2016


Key Observations:

• Admit rates fluctuate significantly from year-to-year, while yield is comparably more stable (see also Appendix B). • Mid-50% ranges are consistent and reasonable, although arguably narrower as well as lower than optimum.

UNDERGRADUATE RETENTION AND GRADUATION RATE COMPARISON

Selected SUNY Comprehensive Colleges, Fall 2016

Key Observations:

• SUNY Oneonta highly performing amongst selected institutions (see also Appendix C and D). • Need to investigate % of entering students counted in grad rate further.



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SECTION V: ENROLLMENT TARGET(S) AND FORECAST As in Section II, the target(s) and forecast in this section focus on Fall semester enrollment which generally aligns with the college’s existing planning and external reporting cycles (see also Appendix A). Additional data/analysis for Spring and Summer semesters as well as winter sessions will be integrated future iterations of the enrollment plan. The enrollment targets and forecasts in this section reflect the following underlying observations:

• residential housing requirements - limited additional capacity, currently at 98% of max capacity. • expected annual budget growth – must grow by 40-60 students annually. • changing completion trends – updated, more conservative forecast methodology for continuing undergrads. • desired, but as yet unplanned growth in graduate and non-degree programs not reflected in forecasts.

Enrollment Target(s) and Forecast – Undergraduate Fall 2018 Enrollment Target and 2019-2022 Forecast



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Graduate Fall 2018 Enrollment Target and 2019-2022 Forecast


Non-Degree 2018-19 Enrollment Target and 2019-2022 Forecast


Total 2018-19 Enrollment Target and 2019-2022 Forecast

Source: SUNY BI, Office of Enrollment Management Analysis


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SECTION VI: ENROLLMENT GOALS AND OBJECTIVES As highlighted in Section I, this the purpose of this enrollment plan is to advance the College’s overall strategic goals as articulated in our current Strategic Plan 2015: Scholarship, Service, Strength. In support of the three enrollment focused themes in our strategic plan (student success, financial stability, and expanding access to SUNY Oneonta), as well as in response to the current competitive environment and fiscal needs of the institution, the college’s efforts to optimize student enrollments should be focused on the following goals/objectives and strategies/actions:

Recruitment and Admissions –

1. Increase undergraduate enrollment modestly, while remaining committed to enrolling talented, well-qualified students using a selective admissions process.

Objective(s)6 – a. Increase freshman applications by 10.1% to 10,000. b. Increase transfer applications by 10.6% to 2,100. c. Increase total undergraduate enrollment by 5.7% to 6,260 by Fall 2020.

2. Increase enrollment of new students from underrepresented groups.

Objective(s)7 – a. Increase freshmen identifying as under-represented minorities (URM) from 26.7% to 32.0%. b. Increase new non-resident and international enrollment from 2.1% to 4.2% of all new enrollments. c. Increase freshmen who receive federal Pell Grants from 31.0% to 35.0%.

3. Increase graduate enrollment and expand graduate program offerings.

Objective(s)8 – a. Increase enrollments in existing graduate programs. b. Expand opportunities for undergraduate students to earn multiple degrees/credentials. c. Develop and advance proposals for new graduate degree and/or certificate programs.

6 See Appendix B, Figure 2 – New Freshman/Transfer, non-EOP only, excluding Special Admits, International. 7 See Appendix F, Goal 1. See also Section III, Current Enrollment Profile Key Observations – first-time, full-time students enrolled in the Fall semester. Pell Grant benchmark from Fall 2015 IPEDS dataset. 8 See Appendix A, Graduate enrollment subsection. See also Appendix H, Goal 3 for additional proposed actions.



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Student Retention and Success –

1. Reduce barriers to academic progress/degree completion.

Objective(s)9 – a. Improve access to high-demand courses. b. Expand availability of online and hybrid course offerings, as well as participation in cross-registration

opportunities. c. Increase four-year graduation rates from 62.9% to 65.3%. d. Reduce average time to degree for transfer students from 2.78 years to 2.5 years or less.

2. Enhance connections among academic programs, co-curricular learning, and post-graduation opportunities.

Objective(s)10 – a. Increase first-year retention rates from 84.8% to 87.3%. b. Promote post-graduation opportunities in academic and co-curricular program planning. c. Expand undergraduate applied learning opportunities. d. Increase coordination among support services available to students seeking to strengthen their

preparation for employment or additional education.

3. Advance efforts to make institutional data accessible and useable. Objective(s)11 –

a. Gather and disseminate institutional data relevant to student persistence and progress. b. Enhance campus-wide knowledge of issues influencing students’ success.

9 See Appendix D, and Appendix E 10 See Appendix C 11 See Section IV: Key Enrollment Indicators


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APPENDIX A: Enrollment History, 2018-19 Target, and Forecast


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APPENDIX B: Undergraduate Recruitment Funnel

Figure 1 – All Students:

Figure 2 – non-EOP only:


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Figure 3 – EOP only:

Figure 4 – Special Admits only:


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Figure 5 – International only:


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APPENDIX C: Undergraduate First-Year Retention


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APPENDIX D: Undergraduate Graduation Rates


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APPENDIX E: Average Time to Degree


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APPENDIX F: Goals, Strategic Diversity and Inclusion Plan 2020 Goal 1: Increase the recruitment and success of students who represent the diversity of New York State residents

1. Increase the enrollment of new students from underrepresented groups, notably African American, Latino/a, Native American and International populations

a. Partner with New York Community colleges to develop Bachelor’s completion programs designed intentionally to meet the needs and interests of underserved students

b. Increase the admissions presence to recruit more students from downstate New York c. Improve the financial aid processes to better serve first generation and students from lower socio-

economic backgrounds 2. Develop programs to aid in the success of new and existing underrepresented and underserved students

a. Strengthen academic support for International students and heritage speakers b. Increase retention and improve time to graduation to address identified achievement gaps c. Improve existing transfer student services

Goal 2: Increase the diversity of faculty, staff, and administrators to optimize conditions for all employees and provide students access to a plurality of diverse perspectives

1. Recruit and employ more faculty, staff, and administrators from diverse backgrounds that better represent the demographics of New York State -- notably African American, Latino/a, Native American, International -- and women

a. Increase faculty cluster hiring opportunities and provide specific training to all search committee members to promote effective outcomes for this strategy

b. Continue using best practices in advertising and outreach to expand diversity in the candidate pools for all positions

c. Participate in a variety of underrepresented faculty recruitment fairs that occur across the nation on an annual basis

d. Use the data in the OEI Affirmative Action 2015 underutilization study and in the annual Affirmative Action Plans, develop strategies to individual offices and departments with their search and hire initiatives

2. Increase the retention and engagement of faculty, staff, and administrators from diverse backgrounds

a. Develop strategies to minimize commitment overload for employees in underrepresented groups b. Improve existing opportunities for spousal employment


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Goal 3: Foster an understanding of power and privilege, and the complexities of individual and social identities to create a safe and inclusive climate

1. Enhance campus wide cultural competence including work on personal and campus identities and awareness a. Support faculty development in the implementation of inclusive classroom teaching strategies b. Utilize group dialogue processes for examining bias, institutional racism, and the intersectionality of

identities c. Support participation of classified staff and sponsored program employees in dialogues that foster an

understanding of how their roles enhance the lives of students

2. Ensure that campus facilities are inclusive a. Assess the accessibility of campus spaces, buildings, furniture and equipment b. Ensure gender neutral bathrooms and changing areas with appropriate signage are readily available in

all buildings c. Conduct an awareness campaign to increase understanding of transgender and Title IX rights relative to

campus facilities.

3. Address equity and hierarchy issues identified by the Living, Learning, Working at SUNY Oneonta report (Rankin 2016)

a. Establish the Sexual Misconduct Advisory committee to help identify patterns of sexual violence, and to advance prevention and education policies

b. Adopt programming to address civility issues c. Formulate recommendations based on the Rankin report on the working conditions of women at SUNY

Oneonta d. Perform needs assessments that evaluate resources allocated to ethnicity, gender, race and sexuality co-

curricular programs to illuminate current and emergent campus community needs, including attention to the Center for Multicultural Experiences (CME) and the Gender and Sexuality Resource Center (GSRC)

4. Maximize the effectiveness of co-curricular programming designed to reflect and respect diverse identities and

perspectives a. Conduct an analysis of current co-curricular program outcomes to identify effectiveness and gaps b. Develop an institutional funding model to support sustainable, effective programs with special focus on

the CME and GSRC c. Implement strategies to increase inter and intra-campus participation in programming


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Goal 4: Make quality learning experiences equally accessible to all students

1. Establish diversity, equity and inclusion as core institutional values and competencies a. Adopt the tenets of Universal Design for Learning (UDL), affording students with disabilities equal access

to quality learning b. The General Education Committee will propose student learning outcome(s) devoted to analyzing

dynamics of power and privilege c. Enable faculty development of culturally competent and inclusive practices that support underserved

students

2. Develop curricular experiences that encourage students to learn about diversity, equity, and inclusion a. Build diversity and inclusive learning outcomes and assessments into academic programs and curriculum

review processes b. Develop and offer additional courses in disciplines that grow cultural competence; notably including

Women’s & Gender Studies, LGBTQi Studies, Africana and Latino Studies, and Global Studies

3. Remove institutional barriers to student academic success a. Find ways to make textbooks/e-books and other instructional materials more accessible b. Create an online database for applied learning experiences, allowing all students equal access to such

opportunities c. Identify and revise academic policies that may privilege particular student populations d. Analyze DFW (drop, fail, withdraw) rates in first year courses for possible inequities across groups and

develop strategies to create more equitable pedagogies


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APPENDIX G: Enrollment Management Committee Charge and Membership

Enrollment Management Committee Charge –

The college’s overall enrollment management efforts will be guided by the Enrollment Management (EM) Committee and associated sub-committees. The EM Committee will meet regularly and its work will be representative of critical collaborations amongst faculty, staff and the community-at-large. The EM Committee’s deliverables will include carefully considered advice as well as recommendations to the President’s Cabinet regarding the college’s optimal enrollment profile as well as other issues influencing strategic enrollment goals. The EM Committee will:

• evaluate the effectiveness of current policies and practices related to enrollment with respect to established goals and make recommendations for change/updates to the President’s Cabinet or other governance committees;

• recommend enrollment goals based on in-depth analysis and thorough consideration of external and internal data, in alignment with the college’s strategic and performance improvement plans;

• recommend strategic initiatives for meeting enrollment goals based on the college’s strategic plan, vision and priorities;

• identify opportunities to diversify our academic offerings as well as our student body;

• identify opportunities to optimize enrollment within individual schools, departments and majors;

• articulate net tuition revenue versus enrollment goals and provide projections in support of the college’s budget planning process.


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Enrollment Management Committee Membership –

Associate Vice President and Chief Enrollment Management Officer - Kevin Jensen (Chair)

Vice President for Finance and Administration - Todd Foreman

Associate Provost of Academic Programs - Dr. Eileen Morgan-Zayachek

Associate Vice President for Student Development - Amanda Finch

Executive Director of Financial Aid and Senior Enrollment Management Officer - Christina Roarke

Executive Director of Communications - Hal Legg

Chief Diversity Officer - Terrence Mitchell

Chief Information Officer – Dr. Karlis Kaugars

Director of Institutional Research - Ernesto Henriquez

Director of Admissions - Karen Brown

Director of Academic Advisement - Eileen McClafferty

Chair, College Senate - Dr. Michael Koch, Dr. William Wilkerson (Chair, College Senate’s Designee)

President, Student Association – Donglei Li, Darren Pikul (Student Association President’s Designee)

Co-Chair, Strategic Planning Council - Dr. Brian Beitzel

Faculty, appointed by the College Senate - Jian Cui - Dr. Jeffrey Heilveil - Dr. Theresa Russo

Academic Deans, appointed by the Provost - Dr. Richard Lee - <vacant>, Alison Fugit (Provost’s Designee)

Members of the SUNY Oneonta community, appointed by the President - Dr. Dona Siregar - Dr. Alexander Thomas - Dr. James Zians


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APPENDIX H: ACTION PLAN In this Appendix, Goals and Objectives in Section VI are paired with proposed actions, consistent with the college’s planning and assessment guidelines:

http://www.oneonta.edu/academics/iae/Documents/IAC_Guidelines_FINAL_26Oct2017.pdf

In consultation and collaboration with the SUNY Oneonta community, it is anticipated that the Actions proposed below will be refined, modified, updated and supplemented as annual planning and assessment progresses over the course of this enrollment plan.

Recruitment and Admissions –

1. Increase undergraduate enrollment modestly, while remaining committed to enrolling talented, well-qualified students using a selective admissions process.

a. Increase freshman applications by 10.1% to 10,000. (i) Expand enrollment communication and marketing efforts. (ii) Increase awareness of SUNY Oneonta in strategically advantageous areas. (iii) Pilot alternative paths to admission for certain disciplines/departments/groups.

b. Increase transfer applications by 10.6% to 2,100. (i) Expand collaborative partnerships and designed transfer pathway agreements (guaranteed

admissions, cross registration, financial aid consortiums) with NY community colleges.

c. Increase total undergraduate enrollment by 5.7% to 6,260 by Fall 2020. (i) Identify internal/external trends in student interest; make informational resources available to

schools/departments for use in academic planning. (i) Propose net-tuition revenue funding models for all institutional recruitment scholarships to promote

stability and continuity amongst new and returning students. (ii) Develop program-specific content/publications, communication plans, and opportunities for faculty

to engage with admitted and returning students.

2. Increase enrollment of new students from underrepresented groups.

a. Increase freshmen identifying as under-represented minorities (URM) from 26.7% to 32.0%. (i) Establish an outreach presence in new areas/communities. (ii) Integrate outreach initiatives/activities/programs into divisional and unit plans as distinct actions. (iii) Highlight the value of diverse perspectives, inclusive environments, and academic opportunity in

faculty-involved initiatives and student engagement strategies.

b. Increase new non-resident and international enrollments from 2.1% to 4.2% of all new enrollments. (i) Establish an outreach presence in new, out-of-state markets. (ii) Leverage faculty-led global engagement initiatives to establish international enrollment pathways.

http://www.oneonta.edu/academics/iae/Documents/IAC_Guidelines_FINAL_26Oct2017.pdf


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c. Increase freshmen who receive federal Pell Grants from 31.0% to 35.0%. (i) Develop financial aid outreach initiatives to promote early financial aid application and completion.

3. Increase graduate enrollment and expand graduate program offerings.

a. Increase enrollment in existing graduate programs. (i) Clarify expectations for revenue/expense for each graduate program; identify optimum enrollment

levels. (ii) Use revenue/expense expectations to allocate appropriate resources current graduate programs with

capacity and potential to grow.

b. Expand opportunities for undergraduate students to earn multiple degrees/credentials. (i) Encourage development of new dual-degree pathways/programs.

c. Develop and advance proposals for new graduate degree and/or certificate programs. (i) Integrate revenue/expense expectations into planning for new graduate programs. (ii) Compile internal/external trends in graduate student interest; make informational resources available

to schools/departments for use in academic planning.

Student Retention and Success –

4. Reduce barriers to academic progress/degree completion.

a. Improve access to high-demand courses. (i) Assess current availability of high-demand courses; identify opportunities and make

recommendations. (i) Incentivize opportunities for interdisciplinary collaboration and curricular innovation.

b. Expand availability of online and hybrid course offerings, as well as participation in cross-registration opportunities.

(i) Assess current availability of online, hybrid, and cross-registration courses; identify opportunities and make recommendations.

(ii) Incentivize development of new undergraduate online/hybrid courses.

b. Increase four-year graduation rates from 62.9% to 65.3%. (i) Publish resources such as major-maps; enable students to identify their preferred path to

graduation/success transparently. (ii) Improve students’ self-service experiences; focus on information and tools available online.

c. Reduce average time to degree for transfer students from 2.78 years to 2.5 years or less. (i) Implement an early advisement/registration process for new transfer students. (ii) Further align co-curricular and academic support services to support transfer students’ success.


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5. Enhance connections among academic programs, co-curricular learning, and post-graduation opportunities.

a. Increase first-year retention rates from 84.8% to 87.3%. (i) Assess undergraduate student services/support structures; identify needs, opportunities, and make

recommendations. (ii) Prioritize support services that have demonstrated positive impact on student persistence and

progress.

b. Promote post-graduation opportunities in academic and co-curricular program planning. (i) Compile relevant job trends/forecasts; make informational resources available to

schools/departments for use in academic planning. (ii) Assess graduate student services/support structures; identify needs, opportunities, and make

recommendations.

c. Expand undergraduate applied learning opportunities. (i) Allocate additional resources for sponsorship of curricular and co-curricular applied learning

experiences.

d. Increase coordination among support services available to students seeking to strengthen their preparation for employment or additional education.

(i) Assess students’ goals for post-graduation/employment readiness. (ii) Track students’ post-graduation goals, transitions, career paths, and employment outcomes.

6. Advance efforts to make institutional data accessible and useable.

a. Gather and disseminate institutional data relevant to student persistence and progress. (i) Expand availability of dashboards and datasets with insights into key enrollment indicators. (ii) Assess barriers to student progress/success; identify issues affecting sizeable groups of students.

b. Enhance campus-wide knowledge of issues influencing students’ success. (i) Deploy Civitas Illume platform (Students, Courses, Impact). (ii) Identify relevant high-impact practices/interventions; prioritize and make recommendations.

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