Environmental Scan for CLC’s Strategic Plan and Enrollment Management Plan
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Transcript of Environmental Scan for CLC’s Strategic Plan and Enrollment Management Plan
Environmental Scan for CLC’s Environmental Scan for CLC’s Strategic Plan and Enrollment Strategic Plan and Enrollment
Management PlanManagement Plan
A Presentation By Arlene Santos-George, Evelyn Schiele, Karen Hlavin, Stephanie DeCicco, A Presentation By Arlene Santos-George, Evelyn Schiele, Karen Hlavin, Stephanie DeCicco, Denise Anastasio, Felicia Ganther, Nick Kallieris, and Rhonda WinnDenise Anastasio, Felicia Ganther, Nick Kallieris, and Rhonda Winn
August 20, 2009August 20, 2009Fall 2009 Orientation WeekFall 2009 Orientation Week
College of Lake CountyCollege of Lake County
Session ObjectivesSession Objectives
Provide an overview of the role of Environmental Scan in: Strategic Planning Enrollment Management Planning
Introduce the members of the Environmental Scan Committee Provide an update on the process and progress of the Environmental
Scanning Committee’s work Present selected findings on key demographic, socio-economic, higher
education, fiscal, technology, human resource, student success and other factors that affect CLC.
Gather some feedback on these trends. Update on what is next for the Environmental Scan for Strategic
Planning and for Enrollment Management.
What is an Environmental Scan?What is an Environmental Scan?
http://www.youtube.com/watch?v=F5L5sNJoWQc
Systematic and purposeful overview of the important factors or trends that influences an organization
Positive and negative impacts
Environmental scan: PESTO Environmental scan: PESTO Analysis (EXTERNAL)Analysis (EXTERNAL)
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Environmental scan: Environmental scan: INTERNAL AnalysisINTERNAL Analysis
Planning: Steps (Applies to both Strategic and Planning: Steps (Applies to both Strategic and Enrollment Management Planning)Enrollment Management Planning)
Environmental Scan: Role in Environmental Scan: Role in Strategic PlanningStrategic Planning
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Environmental Scan CommitteeEnvironmental Scan Committee
Team membersTeam members
Environmental Scan Process: Environmental Scan Process: UpdateUpdate
April/May 2009 June-August 2009 September 2009
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1st half October 2009 2nd half October 2009 November 2009
Team A: Demographic, Enrollment and Recruitment Team A: Demographic, Enrollment and Recruitment Major TrendsMajor Trends
Lake County High School GraduatesLake County High School Graduates
CLC’s enrollment of graduating seniors has not kept up with the growth in the size of graduating classes in the decade of the 2000s. The size of the high school graduating classes grew by 26 percent; the number of recent graduates enrolling at CLC increased by only 21 percent.
Lake County HS Class Sizes & CLC Fall Enrollment
CLC High School YieldCLC High School Yield
Year Fall Fall & Spring
2001 19.0 percent 24.0 percent
2002 17.7 percent 22.4 percent
2003 19.5 percent 23.5 percent
2004 18.0 percent 22.3 percent
2005 17.8 percent 21.9 percent
2006 16.7 percent 20.9 percent
2007 15.5 percent 19.6 percent
2008 16.8 percent 21.1 percent
CLC HS Yield: % of Graduating Class Enrolling
These projections show an increase in the number of entering high school seniors over the These projections show an increase in the number of entering high school seniors over the next decade.next decade.But But we could do much better. The growth in the size of graduating classes offers a significant we could do much better. The growth in the size of graduating classes offers a significant target market. We need to increase our yield.target market. We need to increase our yield.
Projected HS Class Sizes & CLC Yield Fall/Spring
Year Total Class Size No. Enrolling at CLC
CLC Yield %
2009 9291 1873 20.2
2010 9615 1909 19.9
2011 9940 1945 19.6
2012 10264 1981 19.3
2013 10588 2017 19.1
2014 10912 2053 18.8
2015 11237 2089 18.6
2016 11561 2125 18.4
2017 11886 2161 18.2
2018 12210 2198 18.0
Educational attainment in Lake County continues to increaseEducational attainment in Lake County continues to increase. The 2005-2007 . The 2005-2007 American Community Survey indicates that almost 41 percent of adult residents American Community Survey indicates that almost 41 percent of adult residents have already earned a bachelor’s degree or higher. have already earned a bachelor’s degree or higher. But one in five has only a But one in five has only a high school diplomahigh school diploma..
Educational Attainment in Lake County (1990, 2000, 2007)
Between 2001 and 2008, adult enrollment (aged 25 and older) declined in all Between 2001 and 2008, adult enrollment (aged 25 and older) declined in all but two years. but two years. This trend contrasts with enrollment among students 25 and under This trend contrasts with enrollment among students 25 and under which increased in each year between 2001 and 2008. which increased in each year between 2001 and 2008.
Adult Enrollment Aged 25 and Older
Year All 25 or > 25-34
2001 7472 33902002 8084 36422003 8081 3655
2004 7928 36142005 7677 34842006 7454 32932007 7593 33382008 7561 3195
The United States, Illinois and Lake County have become increasingly The United States, Illinois and Lake County have become increasingly diverse in the decades from 1990 to 2008 and are projected to become even diverse in the decades from 1990 to 2008 and are projected to become even more so.more so.
U.S. Population Actual/Projected—By Percentage Breakdown
2000 2010 2020 2030
Total 100 100 100 100
White 69.4 65.1 61.3 57.5
African Amer 12.7 13.1 13.5 13.9
Asian 3.8 4.6 5.4 6.2
Hispanic 12.6 15.5 17.8 20.1
Other 2.5 3.0 61.3 4.1
U.S. Population Actual/Projected
2000 2010 2020 2030
Total 282,125,000 308,936,000 335,805,000 363,584,000
White 195,729,000 201,112,000 205,936,000 209,176,000
African Amer 35,818,000 40,454,000 45,365,000 50,442,000
Asian 10,684,000 14,241,000 17,988,000 22,580,000
Hispanic 35,622,000 47,756,000 59,756,000 73,055,000
Other 7,075,000 9,246,000 11,822,000 14,831,000
United States
IllinoisIllinois
Illinois Population
2000 2005 2015 2025
Total 12,134,000 12,363,000 12,940,000 13,612,000
White 8,553,000 8,487,000 8,428,000 8,401,000
African Amer
1,865,000 1,914,000 2,037,000 2,176,000
Asian 423,000 484,000 602,000 721,000
Hispanic 1,267,000 1,450,000 1,840,000 2,275,000
Other 26,000 28,000 33,000 39,000
IllinoisIllinois
Lake CountyLake County
Lake County Ethnic Breakdown
2007 2012
White 76.6% 74.1%
African American 7.5% 7.8%
Hispanic 18.0% 20.7%
Asian 4.9% 5.6%
Other 11.0% 12.5%
Source: Lake County Partners
College of Lake CountyCollege of Lake County
Like the nation, the state and the county, CLC’s student population has become increasingly diverse in the decades from 1990 to 2008.
Although whites continue to account for the largest percentage of CLC college-level students (62 percent in fall 2008), the percentage of students who are minorities increased significantly between fall 2000 and fall 2008, growing from about 25 percent to about 32 percent.
Among minorities in college-level programs, Hispanic enrollment grew the most---an 85 percent increase (from 1250 students in fall 2000 to 2317 students in fall 2008).
As a percentage of CLC’s total enrollment, Hispanics went from 10.4 percent of college-level students in 2001 to 17.3 percent in 2008.
College of Lake County, cont’dCollege of Lake County, cont’d
In terms of headcount, college-level enrollment among minorities has increased significantly between 2001 and 2008.
The number of minority students (Hispanics, Asians and African Americans) in college-level programs increased by 40 percent between 2001 and 2008. In comparison, white enrollment decreased by 1 percent in the same period.
National Trends in Community CollegesNational Trends in Community Colleges
Increased Distance Learning
Greater Number of Baccalaureate Degrees Awarded Increased Partnerships Between Community Colleges and
Four-Year Institutions
Greater Recruiting of Baby Boomers
Increased Enrollment Across Different Student Groups
Increased Partnerships With Businesses
Increased Response to Globalization
Enrollment Trends in Community CollegesEnrollment Trends in Community Colleges
Dual-Credit and Dual-Enrollment Students
Reverse Transfer Students
Non-Completers
Completers
Job Retraining Students
Team B: Trends in Higher Education (Academic Team B: Trends in Higher Education (Academic Offerings/Competition) and EconomyOfferings/Competition) and Economy
Seven ThemesSeven Themes
Employment Projections Competition Articulation Niche Students Online Employer Expectations Counseling/Advising/Career Planning Veterans
Employment ProjectionsEmployment Projections
What research we looked at: Employment projections (U.S., IL, Lake Co)
Fastest-growing Largest numbers
Compared projection info w/ CLC programs Also – Job posting data, articles on “Hot Jobs”
Findings: Occupations for which CLC does NOT offer a program (next
slide)
Implications: Need to establish systematic tracking of occupational data to
keep program mix appropriate.
Employment projections Highest annual openings for occupations where CLC does NOT have a program
Associate Degrees Biological technicians (45) Environmental science and
protection technicians, including health (26)
Veterinary technician (25) Forensic science techs (other
sources say bachelor’s degree needed) (19)
Industrial engineering technicians (11)
Broadcast technicians (9) Chemical technicians (8) Physical therapy assistant (8)
Less than Assoc Degree
Appraisers and assessors of real estate (57)
Licensed practical nurse (29) Hairdressers, hairstylists and
cosmetologists (20) Bus and truck mechanics and
diesel mechanics (12) Gaming dealers (6)
Lake County EconomyLake County Economy
Agriculture, forestry and fisheries, 1.3%
Mining, 0.1%
Construction, 6.3%
Manufacturing, 21.6%
Transportation, 3.3%
Communications and other public utilities,
2.1%
Wholesale trade, 5.5%
Retail trade, 15.9%
Finance, insurance and real estate, 9.3%
Business and repair services,
4.6%
Personal services,
2.5%
Arts, entertainment and
recreation services, 1.8%
Health services, 7.7%
Educational services, 7.0%
Other professional and related services,
7.6%
Public administration, 3.4%
Lake County Employment By Industry: 1990
Agriculture, forestry and fisheries, 0.3%
Construction, 6.1%
Manufacturing, 19.7%
Transportation, 3.6%
Wholesale trade, 5.0%
Retail trade, 11.5%
Finance, insurance and real estate, 9.2%
Arts, entertainment and recreation services,
6.0%
Professional, Scientific, Management,
Administrative, and Waste Management
Services, 12.5%
Professional and related services, 16.5%
Public administration, 2.9%
Information, 2.7%
Other, 4.0%
Lake County Employment By Industry: 2000
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Lake County Number of Emplyees By NAIC Industry (1998, 2006)
1998
2006
CompetitionCompetition
What research we looked at: Profiles of universities in area – Illinois Board of Higher Ed Websites of competitors Tuition comparison data Data on students transferring in to CLC
Findings: CLC’s competitors market their flexibility, accelerated programs,
alternative scheduling, online programs CLC remains more affordable than other colleges, but more and more
students are facing financial obstacles to attend college
Implications:
CLC can no longer rely on (relatively) low cost but must be able to respond to student demands for flexibility and financial aid
Articulation - TransferArticulation - Transfer
Best Practices in Statewide ArticulationCertain academic behaviors affect student transfer
Positively High full time enrollment Continuous enrollment Dual credit/enrollment Completion of 20 hours in 1st year Core transfer processes in place
Negatively Multiple course repeaters Not persisting to degree completion
Implications CLC should develop a specific college-wide transfer processes Further develop the dual credit/enrollment program College-wide examination of multiple repeat process
Articulation - TransferArticulation - Transfer
Illinois Articulation InitiativeWhat Research We Looked At: itransfer.org report – Courses Not At A School
Findings: CLC does not have all the IAI courses it could have. We are missing key introductory
courses such as Non-Western Music, Intro to Drama, Intro to Religion, Film and Lit, Intro to Literature, Principles of Economics, Race and Ethnic Relations, and many more
Implications: Higher-level courses have been developed at CLC instead of many introductory courses,
and although these higher level courses can be articulated to four year IL schools, they are not IAI Gen Ed approved
Students must work with schools individually to ensure transfer This may be a barrier to seamless transfer Fewer introductory IAI approved gen ed courses means students have less IAI options
Niche StudentsNiche Students
What research we looked at: IEPR Data: First Generation College Students and Already-Degreed students Community College Review: Diversity of CC Students IDES Rates: Who is returning to CCs/Unemployment Rates Preparedness of CC students
Findings: The Unemployed are returning to CCs, particularly to CLC in dramatic #s right now The need for developmental education continues to rise, and it is most often not covered
by financial aid. The more DE needed, the higher the possibility of dropping out. The number of first generation college students in Lake County continues to rise They “type” of cc student continues to change, as ccs evolve in how they attract and
retain new students.
Implications: Increased credit and non-credit offerings may be needed at CLC to meet demand Reexamination of financial aid policies, as well as program requirements Offer workshops, mentoring initiatives and activities that introduce first generation
students to “college”
Online Course InformationOnline Course Information
What research we looked at: IEPR Data: Online Course Report Trends in Distance Learning
Findings: Online seat/class sections have increased dramatically over the past 10 years at CLC.
In fall 2008, seats increased by 23%/sections by 15% In spring 2009, seats increased by 20%/sections by 15% In summer 2009, seats increased by 56%/sections by 31%
Post-secondary enrollment is growing at a staggering rate. In fall 2007, over 20% of all American students in higher education took at least one online course.
Implications: Identify successful courses/programs, faculty support/training, student profiles, IT
funding, marketing, academic accountability, salary differentiation. Research developing consistent outcomes for employer-based competencies Identify ways to motivate faculty to teach distance classes Identify components of high quality online classes and how to best evaluate online
courses
Online Course InformationOnline Course Information
Employer ExpectationsEmployer Expectations
What research we looked at: Employer survey conducted by consortium on knowledge and
skills expected of the workforce
Findings: % of employers rating associate grads “deficient”: Written communications – 47% Writing in English – 46% Lifelong learning/self-direction – 28% Creativity/innovation – 23% Oral communication – 21% Ethics/social responsibility – 21%
Implications: Curriculum focus on knowledge and skills considered “most important.” Integration of technical and other.
Employer Expectations
MOST IMPORTANT BASIC KNOWLEDGE AREAS/SKILLS: Reading comprehension English language (spoken) Writing in English Mathematics ScienceMOST IMPORTANT APPLIED SKILLS: Professionalism/Work Ethic Oral and Written Communications Teamwork/Collaboration and Critical Thinking/Problem
Solving Ethics/Social Responsibility
Counseling/Advising/Career Counseling/Advising/Career PlanningPlanning“How do CLC students find out about their career options?”
What research we looked at: Interviews with Counselors and Adult Ed staff Information from CLC website and catalog ACT Student Satisfaction survey results
Findings: Career counseling, career planning, and career advising for
programs occurred in multiple places Student satisfaction in “vocational guidance/career planning” lower
than average
Implications: Need to ensure students understand career and academic options
VeteransVeterans
What research we looked at: Educational Research (ERIC) Department of Veterans Affairs documents Various publications and articles
Findings: # of vets entering the community college system continues to rise based on Iraq
war and the increase in Vet benefits Veterans Educational Assistance Act of 2008 will provide more than 2 million vets
the opportunity to attend college full time
Implications: Continue to make CLC a Veteran-friendly place Determine how CLC will absorb a significant increase in vets on campus, as well as
an increase in other student populations returning to school right now Be prepared for the special needs of this population Watch enrollment patterns and prepare for growth over the long term Optimize resources to serve the most students effectively without duplication
Team C: Trends in Student Outcomes Team C: Trends in Student Outcomes (Success, Retention, and Advisement)(Success, Retention, and Advisement)
Enviromental Scan: Major FindingsEnviromental Scan: Major Findings
Student outcome measures Graduation rate, drop out rate, transfer rate Course success rates Satisfaction surveys Benchmarking
Specific student populations Underprepared students Minority students Economically disadvantaged students
Student development programs that work Summer Bridge New Student Orientation PDS courses Student support services (TRIO SSS)
Student Outcomes: Graduation, Drop Student Outcomes: Graduation, Drop Out, and Transfer Rates--FTOut, and Transfer Rates--FT
Number Percent Number Percent Number Percent
Total 810 947 885
Completers 160 19.8% 166 17.5% 150 16.9%
Still Enrolled 198 24.4% 237 25.0% 216 24.4%
Transferred to other institutions* 230 28.4% 306 32.3% 268 30.3%
Drop Outs 452 27.4% 544 25.1% 519 28.4%
Drop outs who left in Good Academic Standing 75 9.3% 81 8.6% 95 10.7%
Drop outs who left in Poor Academic Standing 377 46.5% 463 48.9% 424 47.9%
Summary
Total Retention Rate 588 72.6% 709 74.9% 634 71.6%
Total Attrition Rate 27.4% 25.1% 28.4%
Among Leavers, % in Good Academic Standing 75 16.6% 81 14.9% 95 18.3%
Retention + Leavers in Good Standing/FT Total 663 81.9% 790 83.4% 729 82.4%
Full Time
2002 Cohort 2003 Cohort 2004 Cohort
Student Outcomes: Graduation, Drop Out, Student Outcomes: Graduation, Drop Out, and Transfer Rates--PTand Transfer Rates--PT
Number Percent Number Percent Number Percent
Total 668 689 520
Completers 92 13.8% 70 10.2% 50 9.6%
Still Enrolled 113 16.9% 135 19.6% 107 20.6%
Transferred to other institutions* NA NA NA NA NA NA
Drop Outs 463 69.3% 484 70.2% 363 69.8%
Drop outs who left in Good Academic Standing 158 23.7% 152 22.1% 124 23.8%
Drop outs who left in Poor Academic Standing 305 45.7% 332 48.2% 239 46.0%
Summary
Total Retention Rate 205 30.7% 205 29.8% 157 30.2%
Total Attrition Rate 69.3% 70.2% 69.8%
Among Leavers % in Good Academic Standing 158 34.1% 152 31.4% 124 34.2%
Retention + Leavers in Good Standing/PT Total 363 54.3% 357 51.8% 281 54.0%
Part-time
2002 Cohort 2003 Cohort 2004 Cohort
Outcomes: CLC vs. Peer GroupOutcomes: CLC vs. Peer Group
All Community
CollegesCLC COD Harper Moraine Oakton Triton
Graduation Rate 21% 17% 15% 17% 19% 10% 17%
Still Enrolled Rate 20% 24% 23% 23% 25% 28% 22%
Transfer Rate 30% 30% 37% 35% 33% 39% 34%
Drop-out Rate 29% 28% 25% 26% 22% 23% 27%
0%5%
10%15%20%25%30%35%40%45%
Enrollment Status of IPEDS Fall 2004 Full-Time, First-Time Cohort: CLC, State, Selected Group, As of Spring 2007
Drop out rates by EthnicityDrop out rates by Ethnicity
Black Asian Hispanic White Black Asian Hispanic White
Fall 2001 Cohort Fall 2004 Cohort
FT Attrition 35% 29% 36% 32% 40% 19% 29% 28%
PT Attrition 69% 65% 69% 63% 84% 57% 70% 69%
0%10%20%30%40%50%60%70%80%90%
Drop out Rates: Fall 2001 and Fall 2004 Cohorts
Course Success Rates: Developmental Course Success Rates: Developmental vs. All Coursesvs. All Courses
69.70%77.30%
58.26%
74.51%
0.00%
20.00%
40.00%
60.00%
80.00%
100.00%
Math Reading and Writing
Completer Success Rate: Developmental
Fall 2002
Fall 2003
Fall 2004
Fall 2005
Fall 2007
% Points Change= -11.4%
% Points Change= -2.8%
77.30%84.80%
69.33%84.24%
0.00%
20.00%
40.00%
60.00%
80.00%
100.00%
Math Writing
Completer Success Rate: 1st College Level Course of Developmental Students
Fall 2002
Fall 2003
Fall 2004
Fall 2005
Fall 2007
% Points Change= -8.0%
% Points Change= -.6%
86.00% 82.68%
0.00%
20.00%
40.00%
60.00%
80.00%
100.00%
College Level
Completer Success Rate: All courses FY 2005
Fall 2002
Fall 2003
Fall 2004
Fall 2005
Fall 2007
% Points Change= -3.32%
Course Success Rate: Core Academic Course Success Rate: Core Academic CoursesCourses
85.09% 84.44%
70.00%
78.59%79.55% 82.05%
71.88%
83.29%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
100.00%
English Comp 1 English Comp 2 College Algebra Speech
Completer Success Rate: Core Academic
Fall 2003
Fall 2004
Fall 2005
Fall 2007% Points Change= -5.54%
% Points Change= -2.39%% Points Change= +4.70%
% Points Change= +1.88%
Entering Students: Fall Term GPAEntering Students: Fall Term GPA
2.47
2.19
1.79
1.60
2.00
1.66
2.26
2.43
2.29
2.03
0.00
0.50
1.00
1.50
2.00
2.50
3.00
Female Male Female Male Female Male Female Male Female Male
White, non-Hispanic Black, non-Hispanic Hispanic Asian Total New College Level Students
Figure 7. Mean Term GPA, New College Level Students,By Ethnicity By Gender Fall 2008
Entering Students: WithdrawalsEntering Students: Withdrawals
7.6%
17.3%
7.4%5.4%
9.0%
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
35.0%
40.0%
45.0%
50.0%
White, non-Hispanic Black, non-Hispanic Hispanic Asian Total New College Level Students
Per
cen
t
Figure 8. Percentage of New College Level Students Who Withdrew, By Ethnicity, Fall 2008
Entering Students: UnsuccessfulEntering Students: Unsuccessful
32%
54%
43%
38% 38%41%
64%
52%
29%
46%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
White, non-Hispanic Black, non-Hispanic Hispanic Asian Total New College/Pre-college Students
Figure 9. Unsuccessful New College-level Students as a Percent of Total New College-level Students, By Ethnicity By Gender Fall 2008
Female Male
Student Satisfaction: Skill DevelopmentStudent Satisfaction: Skill Development
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2.00
2.50
3.00
CLC Student Skill Development Satisfaction 05 and 07
2005 CLC
2007 CLC
0.000.501.001.502.002.503.00
Student Skill Development Satisfaction CLC vs. Nation 2007
2007 CLC
2007 National
Student Satisfaction: ServicesStudent Satisfaction: Services
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2.00
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CLC Satisfaction 2005 vs. 2007
CLC 2005 Mean
CLC 2007 Mean
Student Satisfaction: Services Student Satisfaction: Services
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Satisfaction Comparison 2007
CLC 2007 Mean Illinois Peer Group 2007 Mean Nation 2007 Mean
Successful Student Development Successful Student Development Program: Federal TRIO SSS programProgram: Federal TRIO SSS program
low income, first generation students Increase the post-secondary persistence
and graduation rates of students from disadvantaged backgrounds
22.8% of TRIO SSS cohort graduate with an Associate’s degree in 3 years.
Students are more likely to persist if they take Students are more likely to persist if they take a first year seminar course that includes:a first year seminar course that includes:
Study skills Advising information Curriculum planning Group activities Campus tour
Impact on Freshmen Retention of Orientation Course Content: Proposed Persistence Model By: Davig, William B., Spain, Judith W., Journal of College Student Retention: Research, Theory & Practice, 15210251, 20040101, Vol. 5, Issue 3
Students at a community college are more Students at a community college are more likely to persist if they:likely to persist if they:
Complete a developmental reading course Complete a developmental math course Receive financial aid Take an online class Enroll in more semester hours Participate in student support services
Predictors of First-Year Student Retention in the Community College By: Fike, David S., Fike, Renea, Community College Review, 00915521, 20080101, Vol. 36, Issue 2
For students who take a first year For students who take a first year seminar:seminar:
Higher GPA More likely to persist to the second, third,
and fourth semesters Higher graduation rates
The Impact of a First-Year Experience Course on the Academic Performance, Persistence, and Graduation Rates of First-Semester College Students at a Public Research University By: Lang, David J., Journal of The First-Year Experience & Students in Transition, 15423077, 20070101, Vol. 19, Issue 1
Academic Intervention Programs (e.g., Academic Intervention Programs (e.g., PDS courses):PDS courses):
are at least modestly effective in helping students overcome deficiencies in their precollege academic preparation
promote long term and short term persistence (semester to semester and into the second year)
promote degree completion effective in first semesterHow College Affects students Vol 2 By Pascarella and Terenzini, 2005.
Team D: Fiscal, Facilities, Human Team D: Fiscal, Facilities, Human Resources, & Technology TrendsResources, & Technology Trends
Key Trends in the Following Areas:Key Trends in the Following Areas:
CLC’s Revenue vs. Expenditure Facilities (Capacity) Utility Usage / Sustainability Initiatives Space Utilization Human Resources Technology
RevenuesRevenues
The College of Lake County receives about 60% of its revenues from local government (property taxes), 10% from state government (based on ICCB credit hours generated and corporate personal property taxes), and about 26% from tuition and fees.
63%10%
26%
1%
College of Lake County Operating Funds--Sources of Revenue FY 2009
Total Local Government
Total State Government
Total Tuition and Fees
Total Other
State Funding Trends and Implications
Illinois will continue to provide less funding to CLC as a percentage of its total budget. CLC currently receives about 10 percent of its funding from the state. In FY02, CLC received 18 percent and in 1982, 32 percent. Illinois’ investment in its community colleges has fallen from $347 million in FY02 to $297 million in FY09.
If this trend continues, CLC may receive less than 5% of its funding from the state in three years.
CLC chose to not raise tuition and fees for fiscal year 2010 (currently at $95 per credit hour).
To offset state funding reductions and increased needs, state assistance to continue to maintain quality programs and balanced budgets is required or CLC will have to cut costs to provide services and possibly raise tuition.
Projected Overall Revenue
While overall revenues are projected to increase through FY 2015, the percentage increases are projected to be smaller than in recent years, ranging from 3% to 4%.
Actual and Projected Revenue--Operating Funds
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Series1 64591595 69978968 73504700 78895544 83209730 85708139 88530313 91983482 95861439 99683722 103634411
Actual FY 2005
Actual FY 2006
Actual FY 2007
Actual FY 2008
Budget FY 2009
Projected FY 2010
Projected FY 2011
Projected FY 2012
Projected FY 2013
Projected FY 2014
Projected FY 2015
Expenditures
The largest expenditures for the College include salaries (approximately 60%), benefits (13%), contractual services (7%), supplies (6%),and utilities (4%).
According to the FY 2010 tentative budget summary (July 28, 2009), all of these expenditure categories except supplies are projected to increase. The overall increase in expenditures for FY 2010 is estimated at approximately 6%. If this percentage increase continues in future years, revenues will have to grow faster than current projections to keep pace.
.
61%13%
7%
6%
4%9%
College of Lake County Operating Funds Expenditures--FY 2009
Salaries
Benefits
Contractual Services
Supplies
Utilities
Other
Facilities
Deferred Maintenance/Capital Renewal costs continue to climb while funding for infrastructure repair declines. For the past 6 years the State of Illinois has given the College of Lake County $0 dollars for deferred maintenance, and the tax cap has stifled our ability to levy taxes for life safety projects.
Short term, this problem will probably go unnoticed for the next few years. The majority of things that need repair are hidden from public view.
If gone unchecked for a number of years, buildings will continue to decline. Older buildings will reach a state where it will become more cost effective to demolish the structure than invest in the repairs.
Facilities Maintenance Needs and Costs (Condition of buildings, Timeframe required for action, and Estimated cost)
Utility Costs
All utility costs have risen in the last five years but the electricity costs have increased the most. The largest leap occurred in the last year. In 2008 our price per KWH was $.067 per KWH. In 2009 the price was $.10 per KWH.
In the long run utility costs are projected to increase due to a number of factors. Market factors have generally had the effect of increasing costs. In addition, new buildings and other construction may increase total energy use.
College of Lake County Utility Costs (in Dollars)
$0.00
$500,000.00
$1,000,000.00
$1,500,000.00
$2,000,000.00
$2,500,000.00
$3,000,000.00
$3,500,000.00
2005 2006 2007 2008 2009
ELECTRIC AMOUNT
NATURAL GAS AMOUNT
WATER/SEWER AMOUNT
Utility Usage (in KWH, Therms, and Gallons)
College of Lake County Utility Usage
0.00
5,000,000.00
10,000,000.00
15,000,000.00
20,000,000.00
25,000,000.00
30,000,000.00
35,000,000.00
2005 2006 2007 2008 2009
KHW USE
THERMS USE
GALLONS WATER
Sustainability Efforts
CLC has joined the Illinois Community College Sustainability Network and is seeking funding for a number of sustainability initiatives.
CLC is reviewing its current sustainability initiatives. A college sustainability plan will be developed to curb energy usage on
the three campuses.
Space Utilization
Space Utilization studies using classroom data from Fall 2006 and Fall 2008 indicate that utilization of rooms for academic purposes has been consistent at approximately 34% for the Grayslake campus, approximately 30% for Lakeshore, and approximately 20% for Southlake. These percentages have been found for both day and evening weekday time periods. A general target goal would be between 60% and 75%.
Educational Affairs has begun an initiative to identify under-utilized rooms and use space more efficiently. Improvement in utilization rates will assist in accommodating increases in enrollment, provide support for funding for new buildings, and maximize energy use by not heating or cooling unused rooms.
Room Utilization Rates Fall 2008
ROOM UTILIZATION RATES FALL 2008
GRAYSLAKE CAMPUS
Day 34.63%
Evening 35.23%
Weekday Both Time Periods 34.86%
LAKESHORE CAMPUS
Day 31.02%
Evening 31.56%
Weekday Both Time Periods 31.22%
SOUTHLAKE CAMPUS
Day 13.14%
Evening 26.54%
Weekday Both Time Periods 18.17%
Human Resources Faculty and staff retirements are projected to be approximately 3% per
fiscal year for the next five fiscal years.
0%5%
10%15%20%25%30%35%
Retirements / Eligibility for Retirement -- Actual FY 2004 to FY 2010 -- Projected FY 2011 to FY
2014
% of Total Employees Who Retired orAre Projected to Retire
3% 4% 2% 3% 5% 2% 3% 3% 2% 3% 3%
% of Total Employees Eligible forRetirement
14% 14% 14% 13% 26% 27% 14% 15% 15% 16% 18%
FY 2004
FY 2005
FY 2006
FY 2007
FY 2008
FY 2009
FY 2010
FY 2011
FY 2012
FY 2013
FY 2014
Instructors
The ability of the college to attract and retain instructors with expertise in new technologies will be studied as part of the strategic planning process.
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Technology for the Next Three Years
Emerging Trends: 1 Year or Less to Adoption Social networks User-created content
Emerging Trends: 1-2 Years to Adoption Virtual worlds Mobile phone content
Emerging Trends: 2-3 Years to Adoption Massive multi-player educational games Emerging forms of publication and scholarship
Emerging Trend: Social Networks & User-Created Content--Social Computing for Admissions
Zinch.com provides a venue for high school students to post their resume and school admissions officers to search for qualified applicants
• Podcasting
— Routine and regular addition of new audio content— Ability to automatically receive new content that you select
through subscription. Download to MP3 player
• Blogs
— Web logs = Blogs — Typically text (some multimedia) content
• Video + Web logs = Vlogs
— Blogs that feature short videos instead of text— Example: Flagler College
Emerging Trend: Social Networks & User-Created Content
Emerging Trend: Social Networks & User-Created Content
Cingular Wireless, Sprint Nextel and Verizon Wireless are starting a service that will allow users to post messages on Facebook's home pages or search for other users' phone numbers and email addresses from a cell phone.
96 percent of students with online access use social-networking technologies. (Aug 14, 2007 - National School Boards Association (NSBA) and Grunwald Associates LLC)
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iTunes University
Leverages the Apple iTunes Store platform
Provide content to constituency groups
Public / private components
Emerging Trend: Mobile Content
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Emerging Trend: Mobile Content
YouTube itself wants to be a venue for academe. In the past few months, several colleges have signed agreements with the site to set up official "channels."
University of California at Berkeley
University of Southern California University of New South Wales, in Australia
Vanderbilt University
To set up an official channel on YouTube, colleges must sign an agreement with the company, though no money changes hands. That allows the colleges to brand their section of the site, by including a logo or school colors, and to upload longer videos than typical users are allowed.
Berkeley's 8 courses drew 1.5 million downloads in the first month
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Emerging Trend: Mobile Content
1 million hits per month making content available online for free-lectures notes, readings, tests and
video lectures Began with the MIT initiative and initially supported by grants Used in marketing schools Keeping alumni connected to their institutions Expanding the reach of institutions world-wide
One Obstacle is cost: MIT estimates $20,000 per course (video camera operators)
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Emerging Trend: Individualized Learning: Games Simulations
Virtual environments
Social and cooperative play online
Alternative reality games
Source: Education Quarterly (Volume 29 Number 3 2006)
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Emerging Trend: Individualized Learning: Games
The University of North Carolina at Greensboro - Econ 201 http://web.uncg.edu/dcl/econ201
http://web.uncg.edu/dcl/econ201/trailer.html
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Emerging Trend: Individualized Learning: Virtual Worlds
Chemical Plant Example – The Center for the Advancement of Process Technology (CAPT) http://capt.com.edu/virtualchemplant/
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Emerging Trend: Virtual Environments for Classes
Second Life (www.secondlife.com) provides a familiar virtual environment for cyberclasses. http://www.youtube.com/v/b72CvvMuD6Q&rel=1
Can purchase “Land” in Second Life and hold regular classes in this space.
Ball State University: English 104 Harvard Law School: CyberOne: Law in the Court of Public
Opinion Sungard Higher Education
Swedish government has opened an embassy in Second Life modeled on their new Washington building.
New York Times, Education Life, Jan 7, 2007
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Emerging Trend: Mobile Phones
- A pocket-sized connection to the digital world Mobile phones provide the platform to deliver a wide range of services including:
Photos and printing
GPS location services
Movies and TV
Educational Content
Context Aware
Augmented Reality
Next Steps for Environmental Next Steps for Environmental ScanScan