Strategic Enrollment

Management Plan

2014-2019

Colorado

Mountain

College

Vision: We aspire to be the most inclusive and innovative student-centered

college in the nation, elevating the economic, social, cultural, and environmental vitality of our

beautiful Rocky Mountain communities.

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Strategic Enrollment Management (SEM) Plan Table of Contents

Introduction . . . . . . . . . 1 SEM Plan Model and Background . . . . . 1 Goals and Key Enrollment Strategies . . . . . 7

Highlighted Outcomes of SEM Plan . . . . . . 9

Future and Ongoing Goals . . . . . . . 11

Moving Forward – Setting Enrollment Goals . . . . . 12

Looking Forward – Data Trends . . . . . . 14 Future Data to Collect . . . . . . . 19

References and Data Sources . . . . . . . 19

Appendix 1: SEM Pipeline Appendix 7: SEM Key Strategy 1.A.-Remove Barriers Appendix 2: Student Affairs Laundry List Appendix 8: SEM Key Strategy 1.B.-Financial Aid Appendix 3: Ratings Compiled for Top Initiatives Appendix 9: SEM Goal 2 – Inclusivity Appendix 4: SEM Action Plan Process Appendix 10: SEM Plan Updates & Outcomes Appendix 5: Technology Upgrades Appendix 11: Setting Enrollment Goals Appendix 6: Pre-SEM – Data Integrity Appendix 12: Population Statistics

Compiled By Lin Stickler, Vice President for Student Affairs With special thanks to Timothy Walker, IR Analyst

James Taylor, Vice President for the Leadville and Chaffee campuses Shane Larson, Assistant Vice President for Enrollment Services

Brian Stoess, Marketing & Communication Specialist Sandy Sabo, Administrative Technician, Breckenridge Campus

Craig Farnum, College Counselor, Carbondale Krisan Crow, Upward Bound Director, Rifle Campus

Carol Carlson, CEPA/GED Coordinator, Edwards Campus Barbara Johnson, Teacher Education Director James Green, Continuing Education Director Jill Ziemann, Director of Women in Transition

Kirsten Gauthier-Newbury, Director of Career Services Rob Martin, Director of Isaacson School of New Media

Kathy Kiser-Miller, Interim Vice President for Academic Affairs Deborah Loper, Assistant Vice President for Institutional Effectiveness and Research

And the entire staff of the Office of Institutional Effectiveness and Research And the entire staff of the Information Technology Division

And the entire Student Affairs Leadership Team (SALT) And All Student Affairs Staff

Thank you to our Board of Trustees for their support and guidance, especially our strategic plan liaisons: Trustee Pat Chlouber and Trustee Kathy Goudy

Finally, thank you to President Hauser and Dr. Gianneschi for your amazing support and leadership.

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Introduction “Education is the great equalizer” for social equality.- Horace Mann, 1848.

Any improvements made to provide access & success to our service area community members will enhance the common good.

The college underwent a substantive change in leadership in 2010-2013 causing stalled and fluxing attention and energy focused on strategic initiatives and enrollment management. Since December, 2013, there has been a significant stabilization of leadership parallel with the completion of a new vision, mission and strategic plan. Developing the Colorado Mountain College (CMC) Strategic Enrollment Management (SEM) Plan became a top priority. The overarching goal driving this enrollment plan is establishing a systematic approach focused on improving the quality of student preparation, student access, student life, the student learning experience and life-long learning engagement; knowing that the by-products of successful initiatives will be increased enrollments, retention, and completion of the students’ intended goal(s).

This plan endeavors to be a comprehensive compilation of current strategies, activities, and operations, including measures of success, relative to enrollment management with the categories of:

a) Pre-College Outreach with a scope of middle through high school partnerships and outreach programs/activities that prepare for college and/or career readiness; plus, workforce outreach for displaced workers.

b) Pre-Registration with a scope from college inquiry up to and including registration in partnership with the Office of Marketing.

c) Retention and Success with a scope of post-registration activities/strategies that support student success in completion of intended goal in alignment with the Master Academic Plan.

d) Post-Graduation with a scope of post-graduation placement, alumni engagement, and life-long learning in partnership with the Office of Institutional Research (e.g. Outcomes Survey).

Taken together, the goals, initiatives, and tactical action plans provide the basis for strategic and corrective management steps that will remove barriers to college access and not only attract students, but also make it a seamless transition for students, credit or non-credit, to obtain their educational goal and reach new heights. The action plans will be assessed annually and continually modified to ensure the tactics or initiatives are achieving the set goals.

The SEM Plan Model at Colorado Mountain College and Background

Definitions:

Enrollment Management: an institution-wide systematic, comprehensive, research-driven system designed to locate, attract, and retain the students the college wishes to serve. (Bodfish)

An Enrollment Management Plan is the set of activities designed to influence student college choice, transition to college, student attrition and retention, and student outcomes via a data-

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driven systematic approach. SEM planning involves dual priorities of attracting and maintaining a determined number and mix of students at the college while concurrently striving to achieve maximum student success in achieving their intended goal.

Enrollment Goals: reflect the desired number and mix of students an institution seeks in order to fulfill its institutional mission and vision.

Historically, the SEM Plan has been mistaken as only a plan for increasing conversion rates from prospects to enrollments including marketing, recruitment and admissions outreach. However, the Colorado Mountain College (CMC) Enrollment Pipeline spans from middle and high school outreach, displaced worker outreach, marketing and recruitment, financial aid, admission, advising, registration, retention and success initiatives and all the activities leading up to graduation or completion of intended goal, plus post-graduation outcomes and life-long learning. The following graphic (Figure 1) gives a visual of the CMC Pipeline listing many of the programs currently in place to support learners.

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The SEM Process

While the above steps represent a normal annual strategic plan/tactics review process, between 2010-2013, there were a substantial amount of consulting reports put together for CMC: the Berry-Dunn Information Technology Report, Gap Analysis Report, Ellucian (information system) Action Plan Report, BrandJuice customer service review, First to First student systems review, the Higher Learning Commission Systems Appraisal Feedback Report, and the MIG Strategic Planning Review. Using these reports, the Office of Student Affairs was able to quickly compile a laundry list (inventory) of existing gaps and issues with current processes and services having a negative impact on access and success (Appendix 2). The Student Affairs Leadership Team (SALT) determined that access was the greatest barrier for students. SALT rated the fifteen initiatives (Appendix 3) and determined that the top two pain points for students was the Online Registration System and lack of awareness of Financial Aid opportunities. Two Action Teams were formed in 2014 and work on tactics, timelines and measures commenced and a system was established for annual tactics review (Figure 2).

Literature Reviews, Environmental Scan, gathering of internal and external Data

Synthesize the above, identify gaps and needs

Develop Enrollment Goals including Metric(s) and identify top three goals

Develop Strategies for 2-3 Goals

Develop action/tactical plan per strategy and measures of success

Annually review currency of plan, new data, new strategies and adjust as needed

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A checklist, mirroring the above process chart, was also created to insure that all steps including communication and documentation of outcomes to appropriate constituents was achieved (Appendix 4). While investigating the issues with Online Registration and Financial Aid Awareness, a series of events allowed for a revealing of the disconnected, antiquated “Frankenstein” information system, which in some areas, was not fully implemented. The online systems at CMC were the #1 complaint (Pain, 2013) from, and barrier to, students, community members, CMC employees and Trustees. In addition, this lack of functionality left personnel with odd work-arounds and manual processes leading to poor data integrity. Given CMC’s multi-campuses, the college leadership recognized that the only way to truly achieve consistency in procedures and systems and grow student-friendly, seamless systems; and, provide consistent quality student support services across CMC, was to move aggressively in technology upgrades. Starting September, 2014, with the unanimous support of the Board of Trustees, CMC invested significant resources, both financial and human, to upgrade systems and processes (Appendix 5). This effort became a top SEM Plan Foundational Goal.

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The ultimate goal is improved educational experiences for students that lead to successful completion of student’s intended goals. The detailed action plan for each Key Strategy will be found in the appendices.

Pre-SEM Foundational Goal – Data Integrity (Appendix 6): Put in place systems to insure data collection, data clean-up, and business process reviews for workflows; thereby, expanding available analytics to proactively track access, success and persistence rates. [CMC Strategic Goals E1, E2, E3, E4]:

- Pre1: Retool the Online Application to correctly capture needed data plus streamline to achieve a user-friendly process.

- Pre2: Automate Tuition Classification for Online Applications - Pre3: Deploy Kiosks to each site for student ease of access to the application and other student

documents (Basecamp) to reduce manual entry and empower students. - Pre4: Extend the Fall open-registration period from a one month period to a summer-long

period; thereby removing an artificial barrier to registration access. - Pre5: Conduct a Business Process Review to reduce number of applicant screens and streamline

data entry. - Pre6: Conduct systematic audits of application input (manual and online) plus tuition

classification to inform training and online adjustments. - Pre7: Explore centralization of application processing. - Pre8: Compile a comprehensive Student Affairs Manual located as a Single Source of Truth. - Pre9: Survey students with missing information in an effort to obtain the data. - Pre10: Explore process for reconfirmation of student information each time a student contacts

an employee or accesses online tools.

SEM Goal 1 – Access & Success: Systematically increase enrollment to full capacity given existing facilities through streamlined processes that improve access & success; remove barriers [CMC Strategic Goals A2, A3, C1, E1]

Key Strategy 1.A. - update Outdated Technology and Automate current Manual Processing (see Appendix 7 for detailed plan): Examine and recommend improvements to information technologies and other automation to optimize processes for students and enhance support for student access, persistence, and success. - 1.A.1.: Implement Ellucian Portal – Basecamp - 1.A.2.: Implement Ellucian Student Planning - 1.A.3.: Implement Ellucian Client Relations Management Tool – Recruiter - 1.A.4.: Implement SoftDoc Solutions – Incoming Transcripts - 1.A.5.: Reduce turnaround time for Transcript Evaluations and accessibility by Counselors - 1.A.6.: Implement Parchment solution for outgoing transcripts - 1.A.7.: Expand Career Planning Tools to engage students earlier in the career plan decision.

o Job Board o FOCUS 2 o CandidCareer

- 1.A.8.: Improve the Online Orientation Option - 1.A.9.: Implement Ellucian non-credit registration tool – Elevate - 1.A.10: Establish additional remote Accuplacer Testing sites and broaden testing options.

Goals and Key Enrollment Strategies

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- 1.A.11: Implement In-house Printing of Diplomas to reduce cost and turn-around time - 1.A.12: Electronic Graduation Petition and workflow. - 1.A.13: Resolve Technology Proficiency Exam barrier to Graduation

Key Strategy 1.B. – Financial Aid Packaging, Awareness & Financial Literacy (Appendix 8): Increase the percentage of students who are aware of and take advantage of financial aid opportunities and Grow debt-free graduates. [Strategic Goals C1, E5] - 1.B.1: Implement President’s Scholarship and requirement of FAFSA completion.

o President’s Letter, Website, FAQ’s, Spanish translations, track students o President’s Scholarship o Housing Stipend to fill Residential Halls to capacity

- 1.B.2: Explore Call Center and/or Chat System options. - 1.B.3: Expand College Goal Sunday events - 1.B.4: Implement Financial Aid Self-Serve Module (Ellucian) - 1.B.5: Implement FATV YouTube-type Tutorials for Financial Aid Literacy - 1.B.6: Back end Scholarships earmarked for graduates who have incurred federal loan debt. - 1.B.7: Package freshmen additional grant money to encourage reduced or no freshman

borrowing.

SEM Goal 2 – Inclusivity (Appendix 9): Insure that our student body reflects the demographics of our service area. [CMC Strategic Goal A1]

Key Strategy 2.A. – Identify gaps by pulling available census data and overlay on student population matching county to campus(es).

- Set Enrollment Targets per campus, per population.

Key Strategy 2.B. – Implement ASSET and Deferred Action allowing undocumented students greater access to higher education opportunities.

Key Strategy 2.C. – Expand Case Management-type support services - Student Support Services (SSS) intrusive advising presence. - Expand Intrusive Advising Case Management via College Navigators (Tactic developed

by Diversity, Equity, and Inclusivity (DEI) Team).

Key Strategy 2.D. – Target bridging students who complete Intensive ESL Classes (918, 919) and GED Preparation Class (911) to college-level classes.

- Implement Tuition Discount (Continuing Opportunity Tuition) - Implement President’s Scholarship for CMC GED Graduates.

Key Strategy 2.E. – Re-Engage Non-Traditional Students - High School Dropout Recovery Program - College Dropout Recovery Program - Life-long Learning, non-credit offerings increased

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Highlights – SEM Plan Outcomes Complete Updates are found as Appendix 10.

1.A.2.: Implement Student Planning to create more seamless technology/access for students:

Soft rollout Fall, 2015 with official rollout Spring, 2016. Retention rates and Student Planning participation rates to be tracked by campus. Of the Spring 2015 Registrations - 7% were via the website. Of the Spring 2016 Registrations – 22% were via the website.

1.A.4: Implement a solution for Incoming Transcripts to be readily available to Counselors: Previously, if a Counselor was meeting with a student and needing to review a transfer transcript,

the Counselor would call a Central Services contact to pull the transcript, scan the transcript and email. Depending on staff availability, the response rate ranged from immediate and up to 3 days. Now, the same day transcripts arrive at Central Services, the document is scanned into SoftDocs and Counselors have immediate access via SoftDocs technology.

1.A.5: Reduce turnaround time for Transfer Transcript Evaluations and accessibility by Counselors: Previously, transcript evaluations could run up to 8-weeks to produce and were mailed via snail-

mail. With a slight readjustment in staff duties along with implementation of SoftDocs, transcript evaluations occur in 2-3 weeks and are loaded into Softdocs making them immediately available to Counselors.

1.A.6: Implement an automated Outgoing CMC Transcript solution: 30+ man hours per week were saved with the implementation of Parchment Solution plus cost

savings in postage, transcript paper, envelopes and general office supplies (approximately $6000/year). Human and financial resources were redirected to technology implementation and upgrades.

1.A.7: Expand Career Planning Tools to engage students earlier in their career plan decision: FOCUS2 (Focusing on the right Career Path) launched January 2015 and has 131 Active Users of

which 52% are Rifle Campus students. Candid Career (Degree and Career Exploration) launched March, 2015 resulting in 1921 videos

watched and 640 logins to the CMC Webpage. Job Board launched January 2015 resulting in 725 Employer Users, 1314 jobs posted and 11,461

job seeking visitors. 1.A.10: Establish additional Accuplacer testing options including remote testing: Previously, students that lived out of the area did not always have institutions nearby to test.

Instances of students arriving on-campus and not testing into college-level courses caused great angst. A virtual testing solution was launched Summer 2015 resulting in 22 students testing from their home including 2 overseas students.

1.A.11: Implement in-house Printing of Diplomas: Previously, diplomas had to be ordered 6 weeks before graduation. This not only was costly but

also wasteful due to the number of printed diplomas ultimately discarded. Now, all diplomas are printed in under 30 minutes and savings of approximately $10,000 were realized plus students

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are now able to Petition to Graduate in their final semester thus reducing the number of petitions from students who end up not graduating. Financial resources were redirected to increased recruitment efforts.

1.B.1: President’s Scholarship including FAFSA completion requirement: Spring, 2015 – 1100 letters sent with a March 31st Deadline. March 2015 saw an application

increase of 114 (42%) over March 2014. Scholarships awarded = 76 contributing to an increase of financial awards for the 15-16 academic year up 46% compared to the 14-15 academic year.

Housing Stipends – Combined Residence hall rates: Fall 2013 = 70% Fall 2014 = 83% Fall 2015 = 91% Leadville Campus has increased from 46% in 2013 to 76% in 2015. 2.B.1.: Implement legislated ASSET and Deferred Action initiatives: ASSET applicants for academic year 13-14 = 196 academic year 14-15 = 87 academic year 15-16 = 134 2.C.1: Expand Student Support Services (SSS): SSS Grant Award increased from 2.2 million to 4.1 million (2nd largest award in Colorado) allowing

for SSS presence now at 6 of the 7 CMC campuses. While barriers are being removed with improved systems and services, there is still a great deal of work to come with the expectation that enrollments start to reveal a renewed upward incline:

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Future and Ongoing Goals Starting in 2014 through Fall of 2016, the focus of the SEM Plan has been on the front-end and foundational barriers to student access and building data integrity. The projected focus for the future SEM Action plans will shift to Retention, Cultural Enrichment, and increased Guided Pathways (meta-majors).

Continue Data Integrity Actions: - Student Affairs Procedure Manual Review and placement 2016

to BaseCamp - Update Training on Students Affairs Processes to be Virtual 2017

Trainings - Continue automation of, and centralization of, processing. On-going

o Waitlist automation and/or consistency Persistence – persistence rates are heading in the right direction and we want to continue this direction. Comparing the Fall 2013 full-time Cohort at 63% to the Fall 2012 full-time Cohort at same time in their academic career of 62% (data source: CMC Institutional Research Retention Metric):

- Increase focus on Career Pathways and early Declared Majors 2018 - Grow Intrusive Advising (College Navigators) 2017 - Grow the Student Ambassador Leadership Program 2017 - Build pro-active outreach notifying students of t heir 2018

Degree-completion status

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Student Success: increase on-time completion - Insure Assessment and Documentation of Co-Curricular Outcomes 2017

and alignment with established learning outcomes. (Aligns with Master Academic Plan (MAP) Programming: Orientations Advising Student Activities Ambassadors Student Life

- Guided Pathways (meta-Majors) Initiative 2019 - Establish a consistent Early Alert system 2019 - Explore a consistent First Year Experience Program 2019 - Explore embedding services within classes 2019

Cultural Diversity:

- Develop a formal International Student Program 2017

Moving Forward - Setting Enrollment Goals Enrollment Goals reflect the desired number and mix of students an institution seeks in order to fulfill its institutional mission and vision. As CMC grows enrollments through projected natural population increases (projected to reach capacity by 2030 given current facilities [Appendix 12]), the question of what does CMC want to grow to and what enrollment mix is desired (e.g. local students, international students, ESL, age diversity, credit, non-credit, out-of-state, etc.) is an evolving challenge to answer. However, given Strategic Goal C1 – Optimize Enrollments; and CMC’s mission as a community college to focus on serving the local communities (e.g. keep community participation rate at 12% or higher), two enrollment goals emerged: Goal 1: Systematically increase enrollment to full capacity given existing facilities. Answering the question of what CMC’s capacity is has its challenges, differing opinions and interpretations. The most simplistic hypothesis would be based on classroom utilization rates and Residence Hall capacity depending on in-district versus out-of-district students. While a deeper dive into the variables of capacity are needed plus a reality check as to how complete the data is in R25 (Room Scheduling Software), on the surface, based on classroom utilization rates (Appendix 11), and staying with “traditional CMC” hours, CMC has the capacity to grow overall headcount by 59% or up to 29,321 using our 14-15 headcount as a base (18,441). However, if we grow students coming from out-of-district, our residence halls will cap this capacity significantly lower. If the classroom utilization rates were expanded to include Friday evenings, Saturdays, Sundays, and earlier morning (7am-9am), this would add an additional 39 hours per week thus increasing capacity even greater.

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To re-emphasize: the question of “capacity” deserves a deeper review. The following projections are based on very broad generalizations and do not account for campus-specific growth, off-campus courses as CEPA, office space needs, special events already scheduled during “non-traditional” hours and assumption that all other factors remain equal: academic programming remains static, # credits enrolled remains static, static class sizes; and, local students only – no additional residence hall needs. Overlaying capacity with service-area population projections shows: “Traditional hours” max capacity will be hit between the years 2025-2030 with local students only. “Expanded hours” capacity will hit somewhere beyond 2040. Given all the above assumptions, caveats, and potentially incomplete data on facility usage, the true date of reaching capacity probably lies somewhere in-between.

Goal 2: Insure that our student body reflects the demographics of our service area. While there are many variables to choose from to determine population demographics, given CMC’s mission, and the ease of pulling data from the U.S. Census, the three demographics focused on for this plan were Gender, Hispanic/Latino Participation Rate, and senior citizens. The data that led to the following enrollment goals is found in Appendix 11.

0%

20%

40%

60%

80%

100%

120%

140%

0

500

1000

1500

2000

2500

3000

3500

Garfield Eagle Routt Summit Chaffee Pitkin Grand Lake Jackson

Population Growth 2015-2040 Ages 16-17Data Source: Colorado Department of Local Affairs

2015 2020 2025 2030 2035 2040

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New Enrollment Goal: Grow overall in-district enrollments at 1.25% annually to keep pace with service area growth while maintaining

a minimum 12% community participation rate.

Looking Forward – Data Trends Data Highlights (Data sources are found in Appendix 12):

- The CMC Service Area population (by county) will grow 1% - 2.5% annually (projections 2010-2040).

- Each of CMC’s service-area counties , with the exception of Grand, Jackson and Lake counties, will gain 1000 – 5000 individual aged greater than 18 years between 2010 to 2020.

- Garfield, Eagle, Routt and Summit counties will see the highest population growth in ages 16-17. Jackson, Grand, Pitkin and Chaffee counties currently range 10% - 20% share of population 65 years and older.

- Five of our nine counties within our service area range between 10% to more than 20% of the population that speak a Language other than English at home.

Increasingly grow Male

participation Rate to

achieve:

Increasingly grow

Hispanic/Latino

participation rate to?

Increasingly grow

offerings to attract

senior citizens to

following %

Aspen From 35% to 53%

Fantastic! Is at 23%

compared to 10% in

Pitkin County

Fantastic! Is at 27%

compared to 15% in

Pitkin County

Chaffee From 33% to 53% From 5% to 10% From 2% to 22%

Edwards From 42% to 53% From 26% to 30% From 5% to 7.5%

LeadvilleInverse - grow female

rate from 33% to 47%From 14% to 38% From 2% to 11%

Rifle From 41% to 51% Great - maintain 28% From 5% to 10%

Roaring Fork From 43% to 51% From 13% to 28% From 4% to 10%

SteamboatNice mix - maintain

50/50Great - maintain 7% From 7% to 11%

Summit From 50% to 54%

Fantastic! Is at 15%

compared to 14% for

Summit County

From 2% to 10%

Reflecting our service area populations - focus on the following populations:

Data Source: Colorado Department of Local Affairs for county demographics; CMC Office of Institutional Research for Fall, 2015 campus

demographics (Registration Activity tool).

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- Garfield, Eagle, Summit, Pitkin and Lakes counties have over 10% of the population who are Foreign Born.

- Four of our nine counties within our service area range between 6% to 18% of the share of population greater than 25 years of age with No High School Diploma or GED.

- Garfield, Eagle and Lake counties range 20% - 40% Hispanic and Summit county has 10% - 20% Hispanic populace.

- Some of the CMC service-area counties range from 10% - 20% poverty level.

- Garfield, Grand, Jackson and Chaffee counties range 8% - 17% disabled residents. A compilation of statistics:

Projected Workforce Changes 2014-2024 By 2020 74% of all jobs in Colorado will require education beyond high school. - 26% will require a high school diploma or less - 32% will require some college, an associate’s degree or certificate - 29% will require a bachelor’s degree - 12% will require a master’s degree or better. (Colorado Department of Higher Education and Colorado Department of Education, 2015)

EOC demographics Key: high need median need low need

Cost of Living

Index 2014 (US

Benchmark is

100)

Current

Population

(2015) ages

16-27

Projected

Additional

Residents

age 16-17

by 2040

Current

Population

(2015) ages

18-24

Projected

Additional

Residents

age 18-24

by 2040

Current

Population

(2015) ages

25-34

Projected

Additional

Residents

age 25-34

by 2040

Given COL index,

# of families

below that

standards (with

insufficient

incomes)

Total # of

families

Individuals over

age of 25 years

have less than a

bachelors degree

(65.9% Colorado

Avg)

Share of

Population > 25

years of age

with no high

school diploma

or ged (2012)

% of

population

that speak

language

other than

English at

home

Chaffee 114 355 361 1631 963 1953 1454 44% 4965 66.10% 6-10% <10%

Eagle 166 1170 1129 3291 3343 7843 2458 36% 11,297 53.00% 10-18% >20%

Garfield 117 1643 1424 4639 4084 7585 5290 48% 13,637 73.40% 10-18% >20%

Grand 119 353 270 45 915 1716 1188 35% 3229 67.20% <6% <10%

Jackson 90 40 6 94 40 138 52 42% 527 77.80% 6-10% <10%

Lake need 206 164 707 423 1131 348 54% 1453 71.90% 10-18% >20%

Pitkin 184 360 322 1067 1090 2392 1202 36% 3878 43.20% <6% 15-20%

Routt 140 579 598 1867 1728 3395 2383 69% 6595 52.00% <6% <10%

Summit 150 504 646 2566 3343 4638 2106 48% 5896 52.30% <6% 15-20%

Data Source: Colorado Department of Local

Affairs

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Future Data to collect:

Pull Ruffalo Noel-Levitz Higher Education Benchmark Reports to set Retention and Persistence Rates. Insure definitions align between CMC and Noel-Levitz. Conversion rates throughout the SEM Pipeline Conversion rates throughout the SEM Pipeline per campus and drilled down to program along with demographics. Once the Client Relationship Management System (Recruiter) is implemented, a deeper understanding

of which types of applicants convert to CMC for more effective and efficient targeted recruiting efforts.

Final Thoughts There is an overwhelming amount of data, reports, metrics, research, ideas and initiatives available for student success and retention efforts. It is easier said than done, but try to:

Avoid Excessive Activity Syndrome in Enrollment Planning The condition that exists when many different activities have been widely implemented, with limited

measurable and visible results to show for the effort over a reasonable amount of time. Noel-Levitz

May this report and plan help to serve as a foundational platform for continued efforts that systematically measure outcomes of efforts, upgrade access to data, lead toward deeper laser-focused initiatives that contribute to CMC’s ultimate goal of increased student success, life-long learning, and elevating our communities.

References Bean, B. and Liu, M. (revised September 2015). Annual Report on Concurrent Enrollment 2013-2014 School Year, Colorado Department of Higher Education and Colorado Department of Education. Retrieved from http://highered.colorado.gov/data/k12/. Bodfish, S. Enrollment Projection Model: Key Findings. Noel-Levitz for the Colorado Department of Higher Education. Colorado Commission on Higher Education, (October 2012). Colorado Competes A Completion Agenda for Higher Education (A Master Plan). Retrieved from Colorado Department of Higher Education, (April 2015). EdPays – Education Pays for Colorado. Retrieved from http://co.edpays.org/. Colorado Department of Higher Education, (March 2015). K-12 Data and Research, District At A Glance. Retrieved from http://highered.colorado.gov/data/k12/.

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Colorado Department of Local Affairs. Community Data, Population Data; Economy & Labor Force Data; Housing & Households Data. Retrieved from https://www.colorado.gov/pacific/dola. Colorado Department of Higher Education. K-12 Data and Research, FAFSA Completion Project. Retrieved from http://highered.colorado.gov/data/k12/. Colorado Department of Labor and Employment. Labor Statistics, Labor Market Information, Industry Information, Industry Employment Projections. Retrieved from https://www.colmigateway.com/vosnet/Default.aspx. Colorado Mountain College, Facilities Master Plan Transition to Annual 5 Year Facilities Strategic Plan (December 9, 2013). Colorado Office of Economic Development & International Trade, Colorado Blueprint 2.0. Retrieved from: http://www.advancecolorado.com/colorado-blueprint-20. Colorado Workforce Development Council (January, 2015). The Colorado Talent Pipeline Report as presented to the Colorado State Legislature. Crockett, D., (2001). Defining the Essential Elements in a Successful Strategic Enrollment Management Program. Noel-Levitz. Davies, C. and Morrill, V., (2013). Assessment of Current Information Technology Environment, BerryDunn for Colorado Mountain College. Pain, D., (July 2013). Gap Analysis Report for Colorado Mountain College. Ruffalo Noel Levitz. 2015 Student Retention Indicators Benchmark Report. Higher Ed Benchmarks. Victor, L. (January 2015). Legislative Report on the Skills for Jobs Act, Colorado Department of Higher Education. Retrieved from