Enrollment Management Plan (2011 to 2015)

Transcription

1 Enrollment Management Plan (2011 to 2015) Student Affairs & Student Life The Enrollment Management Plan (2011 to 2015) will detail proven strategies and tactics that will shape the enrollment of Cheyney University. This plan will help Cheyney University meet its established goals, as outlined in the University s strategic plan, Pathways to Excellence (2010). This plan will serve to provide direction and coordination of efforts of multiple offices such as the Office of Admissions, the Office of Financial Aid, Marketing, Registration, and other student services. C h e y n e y U n i v e r s i t y o f P A O f f i c e o f S t u d e n t A f f a i r s & S t u d e n t L i f e D r. S u z a n n e P h i l l i p s V i c e P r e s i d e n t 1 0 / 1 /

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3 Overview Literature on enrollment management indicates that any higher education enrollment management plan should provide clear and concise enrollment management goals, and measurable objectives with strategies and activities to execute the goals and objectives. The normal practice is for the plan to be a current plan for no more than two years, so that it can be evaluated and modified, as necessary, in subsequent years. Specifically for Cheyney University, development of an enrollment management plan critically lends in the effort to gain more control and comprehension over the university s enrollment future by assessing the three main areas of Recruitment, Financial Aid, and Retention to serve more effectively, the higher education needs of prospective and current Cheyney students by Mission Established in 1837, Cheyney University of Pennsylvania cherishes its legacy as America s oldest historically Black institution of higher education. Our mission is to prepare confident, competent, reflective, visionary leaders and responsible citizens. We uphold our tradition of academic excellence as we maintain our historical commitment to opportunity and access for students of diverse backgrounds. Cheyney University provides a nurturing, intellectually challenging and socially enriching environment. Vision Cheyney University of Pennsylvania will be recognized as a premier HBCU for the 21st century, whose graduates are respected members of their communities throughout the Commonwealth of Pennsylvania, nation and world. Our direction is for Cheyney University graduates to be a diverse group of local, national and global competitors who will apply the knowledge and skills gained from a rigorous, challenging and engaging academic and student affairs program. Additionally, we will continue to be a valuable resource contributing to the intellectual, social, economic and cultural development of the Greater Philadelphia region, the Delaware Valley, and beyond. History of Cheyney University Cheyney University was established on February 25, 1837, through the bequest of Richard Humphreys, making it the oldest institution of higher learning for African Americans. At its founding in 1837, the university was named the African Institute. However, the name was changed several weeks later to the Institute for Colored Youth (ICY). In subsequent years, the university was renamed Cheyney Training School for Teachers (July 1914), Cheyney State Teacher s College (1951), Cheyney State College (1959), and eventually Cheyney University of Pennsylvania (1983). Today, Cheyney University students represent a variety of races, cultures, and nationalities who receive quality instruction beyond the original vision of Humphreys. Students who graduate from Cheyney University with high academic performance are eligible for the Bond- Hill Scholarship Program, which provides full tuition to qualified students to attend approved graduate programs at the Pennsylvania State University, Temple University, and the University of Pittsburgh. 2

4 Strategic Planning The University s Strategic Plan, Pathways to Excellence (2010), guides the overall actions of the University by the establishment of attainable goals. Subsequently, each division has established its own operational plan to reach these goals. Pathways to Excellence has provided the University with the direction in which it intends to take; however, the purpose of this plan is to provide a detailed road map to lead us in that direction. Specifically, the Enrollment Management Plan addresses and responds to Goal 2: Advance Student Achievement and Success. Enrollment Management Plan (through 2015) Cheyney University s enrollment management goals are outlined in Pathways to Excellence (2010) under Goal 2: Advance Student Achievement and Success. The objectives of this goal are to: (1) develop a comprehensive plan to recruit a broader, more diverse range of college-ready students thereby increasing enrollment by 10% a year over a three-year period; (2) enhancing the quality of instruction, learning resources and support services available to students; (3) increasing student engagement by encouraging participation in clubs, activities, and athletics with faculty, staff, or alumni sponsors, (4) strengthening the intercollegiate program; and (5) restructuring all student support services, so that they more comprehensively support the teaching and learning environments for students and improve student learning outcomes. In defining our enrollment management plan, we have shared the plan with relevant constituents as prescribed by the University s Governance Structure to ensure that the plan is: understandable to those not directly involved with the institution; specific enough to provide direction, and adaptable to change as necessary. Additionally as indicated in the research, we have included in the plan the basics of enrollment management planning; broad goals, results oriented, measurable, realistic, and achievable objectives and strategies to implement the stated goals and objectives. The University s enrollment management plan includes total enrollment goals and specific initiatives to achieve those goals. Total enrollment goals During the period of this plan (2012 through 2015), the University s overall goal is modest increases in enrollment while raising standards for entering first-time students and increasing diversity. Total enrollment goals by student category are as follows: Main Campus/Center City Student category Degree-seeking undergraduate students (freshmen, sophomores, juniors and seniors) Non-degree seeking undergraduate students (pre-college and non-degree undergraduates) Enrollment target (range) 1,500 to 1, Total undergraduate 1,600 to 1,800* Degree-seeking graduate students (masters) 200 Total graduate 200* 3

5 * These targets will be achieved by maintaining appropriate combinations of enrollments in the subcategories within their target ranges. The University has potential for growth with the development of evening and online college enrollment. Further, the Cheyney University Center City (CUCC) location will prove to be critical for growth and opportunity. To that end, CUCC is now offering undergraduate degree programs; such as, the Liberal Studies degree completion program. Enrollments for commuter students in the city of Philadelphia also have the potential for growth and development as % of our students are recruited from the Philadelphia region. Enrollment management initiatives To achieve its enrollment goals, the University will employ several enrollment management initiatives: Enrollment by department and student level An essential component of our enrollment management strategy for degree-seeking students is the development of enrollment targets by department and student level (undergraduate and graduate). This model will be based on input from the department chairs who will in turn seek input from their respective faculty members; as well as critical student service department heads. (Implementation Spring 2012) o Enrollment management will need to be embraced by all campus constituents in order to reach our targets. Recruitment and retention involve all members of the campus community. To that end, excellent customer service must be the cornerstone of any and all recruitment and retention initiatives. For example: The development and implementation of customer satisfaction surveys for prospective students. The results of these surveys will be analyzed and used to refine our current processes. The development and implementation of registration satisfaction surveys for matriculating students. The results of these surveys will be analyzed and used to refine our current processes. The development and implementation of student life satisfaction surveys for current students. The results of these surveys will be analyzed and used to refine our current processes. Refinement of the Admissions Student Ambassador program. Beginning Fall 2011, the Student Ambassador program will be retooled to focus on customer service for prospective students. To that end, the Office of Admissions will employ work study students in the capacity of Student Ambassadors for Customer Service. All Student Ambassadors for Customer Service will be outfitted in uniformed polo shirts and jackets to easily identify them; as well as, enhance the University s brand of academic excellence. These students will be housed in the Burleigh Hall Conference Center. This center will be equipped with a computer for prospective to complete an online application, recruitment materials, informational videos about the University that will continuously loop, and refreshments. Further, these students will operate the Admission s call center and direct callers to the appropriate Student Services staff members to answer specific questions. These ambassadors will be led by a Student Ambassador Coordinator who will work with the Office of Admissions to ensure quality customer service. 4

6 Funding for this initiative will be supported in part by the Cheyney Foundation and the University s marketing budget. Refinement of the prospective student campus tour. Beginning Fall 2011, the Office of Admissions will retool their current campus tour program. Campus tours are provided to prospective students and their families in order for students to get a first-hand view of the University. A focus will be on customer service and ensuring that prospective students obtain the best view of the institution. All Student Ambassadors for Campus Tours will be outfitted in uniformed polo shirts and jackets to easily identify them; as well as, enhance the University s brand of academic excellence. Working with the Media Advisory Team, the campus tour coordinator will provide the campus community with upcoming tour dates so that faculty are aware of visitors on campus; and, subsequently, prepared to for students who may stop by to view their classrooms. Further, students will be encouraged to complete an online application and participate in a campus tour satisfaction survey in the Marcus Foster Computer lab prior to their departure from campus. Customer service workshops for Cheyney University employees on a bi-annual basis. These workshops will be coordinated by the Office of Human Resources, and implementation will be Spring semester 2012 as charged by the University s President. Professional development for Cheyney University employees to enhance their job knowledge and skill sets. Funding for professional development of faculty and student services employees will be sought by utilizing Title III funds, and will be done in consultation with the University s Provost who oversees Title III professional development funds. Employ technology to better serve our students. The Enrollment Management Services Committee will continue to monitor the university s technology needs and current technological operating systems to determine the best fit for the University and make changes as needed. Staff in critical service areas will be provided training. o The Enrollment Management Services Committee will meet with deans and department chairs each semester (Fall, Spring, and Summer) to discuss the status of enrollment management initiatives; as well as, seek faculty input. For example: Letters to prospective students from department chairs encouraging matriculation into their program. The Office of Admissions will send lists of students on a monthly basis that have expressed interest in a particular program to the respective department chair. Letters to prospective students from deans encouraging matriculation into their respective schools. The Office of Admissions will send lists of students on a monthly basis that have expressed interest in a particular program to the respective dean. Annual Dean s Reception to encourage high-achieving students to matriculate into the dean s respective school. These receptions should be meet-and-greet type affairs to introduce prospective students to the respective school, obtain an overview of the programs, and meet with faculty. 5

7 o Prior to the end of each fall semester, the deans will update their enrollment targets for the following three fall semesters. Additionally, they will prepare a brief analysis to address the following: Significant differences between actual and target enrollments Explanations of significant increases or decreases over time Opportunities for enrollment increases Potential threats to enrollment o The EEMC will compile and distribute revised targets along with a summary of opportunities and threats and corresponding strategies to ensure continued enrollment success. Enrollment of first-time freshmen The University will continue to implement modest increases in freshman admission standards to maintain undergraduate enrollments at the target level. The University s Enrollment Management Services Committee will annually review enrollment, demographics, competition, changes in state aid and scholarship programs, etc. Based on a review of these factors, a recommendation will be submitted to the President s Cabinet annually regarding changes to the admissions process and/or criteria. A number of factors will influence enrollment of new freshmen, including increased competition from four-year institutions, continued enrollment of freshmen in community colleges, and the increased cost of tuition; particularly for out-of-state students. The Admissions Office, working cooperatively with the Media Advisory Team and departments across campus, will continue to refine undergraduate recruitment efforts to attract a qualified and diverse freshman class and make recommendations for enhancements of recruitment. At the same time, tuition, scholarship and financial aid policies will be monitored to maximize net revenue. To accomplish these strategies, special emphasis will need to be placed on securing funding for student scholarships. Thus, collaboration will be sought with University Advancement and the Scholarship Committee. In order to attract a talented pool of applicants, merit scholarships will need to be awarded in November/December to encourage high-achieving students to matriculate to the University. Enhanced communication to prospective students. (see attached communication plan) As of 2008, the University has significantly enhanced its communication to prospective students. The recruitment funnel, where a high number of inquiries of prospective students from numerous entry points narrows to and moves toward application and ultimately a smaller number of matriculated students, is at the foundation of the collegerecruiting theory. This funneling process is aided by recruitment and communication efforts designed to move the prospect from casual interest to enrolling. The process is starting earlier and lasting longer. Since 2008, the Office of Admissions has implemented a more frequent and aggressive plan of communication to encourage matriculation; however, our energies must now focus on shifting the timeline of communication to earlier, longer-lasting communication. For example: Acceptance letters for completed admission applicants to be sent three to six months earlier than past practice. Specialized communication targeting high school freshman, sophomores, and juniors to create a viable pipeline of prospective students. 6

8 Interactive means of recruitment using technology to engage younger recruits and maintain an interest in the University (e.g., Facebook and Twitter). The inputs of a large number of inquiries result in a less but measurable number of applications, which ultimately yields a smaller number of enrollees. Database management, programmed marketing, and audience segmentation are designed to keep prospects engaged and moving through the funnel. Recruiting activities and market research will allow us to target prospective students at various stages of interest. Each contact should have a specific action-oriented, measurable task. A goal early in the funnel may be to encourage a visit, while a later goal may be to have an applicant commit to attend. Mail, telephone, electronic media, and personal contact are used to move the prospective student from initial contact to matriculation. Publications are added at strategic times to inform and persuade. Analyzing demographic data, constructing surveys to measure attitude and preferences, and evaluating the efficacy of recruitment practices will allow us to focus more personal attention on the prospective student. Acknowledging that no one communication strategy will work with all prospective students, our recruitment practices will seek to individualize the process. Integrated approach to marketing and recruitment. Working with the Media Advisory Team, the Office of Admissions will develop a highly personalized, seamless communication strategy. This is an ongoing process, and marketing efforts will continue to focus on recruiting a diverse population of students. 98% of our students receive some sort of financial aid. Therefore, in order to ensure our students are financially able to afford the cost of their education, an enhanced communication to prospective and continuing students as it relates to financial aid will be implemented beginning (see attached communication plan) Transfer student enrollment Enrollment of transfer students from community colleges, is expected to increase, driven in part by the University s articulation agreements. During the period of this plan, the University will conduct an analysis of the success of transfer students, update articulation agreements with community colleges and make them available via the web, and explore new partnerships with feeder institutions. As a result of these efforts, overall enrollment of transfer students (including transfers from four year institutions) should increase. Commuter enrollment Given the rise in tuition throughout the Commonwealth of Pennsylvania, the cost of continuing education has become a great concern for the students of Cheyney University. With 45.77% of our students residing in Philadelphia or nearby, recruitment efforts will be shifted to turn CUCC into a viable location for commuter students. As of August 2011, a new dean has been hired to oversee the operation of CUCC and to implement a plan that will significantly increase enrollment. To that end, beginning Fall 2011, CUCC began offering undergraduate courses to attract commuter students. Graduate enrollment To accomplish enrollment goals for degree-seeking graduate students, it will be necessary to reverse an approximate ten-year trend of declining enrollments. The University will increase its allocation of resources for institutional and departmental recruitment by way of E&G funding and a collaboration with the State System of Higher Education. Several initiatives in progress should help stabilize or increase graduate enrollments. See the attached Graduate Enrollment Management plan for clarification. 7

9 University College The University College model and strategies are comprehensively developed to focus on the following components for new first time freshmen and new first time transfer students: o College Success-Transition to College and Intellectual Climate o Student Engagement- Learning Communities o Transfer Student Services All new students will be placed in a learning community based on interest and intended major. Learning Communities are focused living learning groups that will strengthen our students ability to succeed at Cheyney University. See the attached University College Success plan. 8

10 A Enrollment Management Strategies for the Office of Admissions IMPLEMENTATION STRATEGY/TIMETABLE FORM ADMISSIONS 1. Name of Applicant Institution: Cheyney University of Pennsylvania 2. Specific Objectives to be Completed A (1) University will experience a (1) Admissions Staff, Honors Staff, 10% increase in enrollment each Department Chairs, Faculty, year for two years by doubling University College, Student Services increased admissions services by Staff, Student Ambassadors, and 2010 Alumni. 3. Primary Participants 4. Strategies Involved 5. Tangible Results 6. Timeframe 2011 to 2015 (1) Conduct two annual open house programs each academic semester beginning with fall Conduct four or more student receptions. Conduct two or more Cheyney First Choice Days. (1) 10% increase in prospective student participation at the Fall and Spring Open House. (2) 5% increase in prospective student receptions. (3) 15% increase in inquiries. (1) Admissions, University College, Academic Success. (1) University College, Admissions, Financial Aid, and Student Affairs Staff. (1) Conduct mandatory interviews for conditionally accepted students. (1) Conduct six to nine summer orientation programs for new incoming students and parents. (4) Maintain a manageable amount of conditionally admitted students in order to ensure student success and improve retention. (5) Increase our yield of matriculating students by offering them sessions to complete important University business in advance of registration. (1) Admissions & CUCC (1) Offer one informational session/reception at CUCC each semester to target commuter students and degree completion. (6) Increase our enrollment of the CUCC to the target goal of undergraduate students. (1) Enrollment Management Committee and Executive Enrollment Management Committee. (1) Continue the work of the enrollment management committee in order to develop recruitment, enrollment, and retention initiatives. (7) Reach the overall enrollment goal as set forth in the University s strategic plan and guided by the divisional enrollment management plan. 9

11 2. Specific Objectives to be Completed 3. Primary Participants 4. Strategies Involved 5. Tangible Results 6. Timeframe From 2011 to 2015 (1) Student Services Staff (i.e., Admissions, Financial Aid, Bursar, Registrar, etc.) (1) By 2012, implement the use of document imaging system that will expedite processing of paperwork for applicants in all enrollment services offices. (8) Improve customer service satisfaction rate to aboveaverage. (9) Improve processing time for incoming students. (10) Improve processing time for returning students. (1) Admissions, Department Chairs, and Deans. (1) Deans and directors will prepare and send letters expressing thanks for applying and welcome to Cheyney University (11) Improve customer service for prospective students. (12) Increase communications to prospective students to include other campus constituents; along with regular communications from the Office of Admissions. B 1. Increase total high school visitation and college fairs from 150 to 160 per year. 2. Develop strategic partnerships with non-traditional higher education groups (1) Admissions and Institutional Research. (1) Admissions and Alumni Relations (1) Provide weekly enrollment and comparison figure reports to the President s Cabinet and the university s Administrative Council. (1) Reorganize and reassign recruitment territories that can include NY, NJ and New England. (2) Work with Alumni Relations to fully implement the Alumni Recruitment Network this body will assist by attending fairs that cannot be reached by Admission staff. (1) Admissions (1) The five groups would be: Hispanic organizations, military/veterans groups, faith based communities, athletic community, etc. (13) Monitor admissions data in order to adjust enrollment management strategies as needed. (14) 10% increase in first time new student population. (15) Increase enrollment to target by creating a pipeline with affinity groups. 10

12 2. Specific Objectives to be Completed C (1) Increase the number of highachieving students from 200 to 300 over the next three years. 3. Primary Participants 4. Strategies Involved 5. Tangible Results 6. Timeframe From 2011 to 2015 (1) Admissions (1) Collaborate with The College Board to sponsor two guidance counselor/student receptions in primary market territories. (16) Strengthen the brand of the University to prospective students by partnering with The College Board. (1) Admissions and CUCC (1) Work with the administrators of CUCC to market and target graduate students, commuter students and increase dual enrollment registered applicants by 10% over the next two years. (1) Admissions and Alumni Relations (1) Admissions, Student Affairs Staff, and faculty. (1) Admissions Staff, Keystone Honors Academy, Scholarship Committee, and Department Chairs (1) Train a team of eight alumni to assist with recruitment efforts. (1) Cross-functional training of campus residential life employees and faculty to assist with recruitment. (1) Within three days of receipt, process and refer all qualified Keystone Honors and other scholarship applicants to the appropriate individual (i.e, KHA, Scholarship Committee, etc.) (1) Admissions (1) Employ and dedicate one recruiter to work with guidance counselors and prospective students at college fairs to identify potential honors and high academically achieving students. (17) Increase overall undergraduate and graduate enrollment at the CUCC to the target of 4% by (18) Expand the reach of recruitment efforts by deploying volunteers to assist with recruitment initiatives. (19) Improve customer service. (1) Improve customer service and reduce delays in communication in order to attract high-achieving students. (1) Identify high-achieving students earlier in the process. 11

13 2. Specific Objectives to be Completed D (1) Utilize technology and good customer service practices to increase communication with prospective students. 3. Primary Participants 4. Strategies Involved 5. Tangible Results 6. Timeframe From 2011 to 2015 (1) Scholarship Committee (1) Compile complete listing of all scholarship programs awarded by the university. (1) Communicate scholarship opportunities to qualified students; as well as, obtain needed merit scholarships to attract high-achieving students (1) Scholarship Committee and University Advancement (1) Admissions Staff, Media Advisory Team, and Student Ambassadors (1) Obtain endowment funds to offer merit scholarships to high achieving students. Funds should be made available to the Admissions Staff for recruitment purposes by November of each year. (1) By spring 2012, establish Customer Service Center that will respond to telephone inquiries and s from students and parents. The center will be staffed by Student Ambassadors under the guidance of the Office of admissions. earlier in the process. (1) Encourage high achieving students to commit to the University earlier in the process. (1) Improve customer service for prospective students to an above-average rating. (2) Increase total application pool by 20% by (3) Increase total admitted pool by 20% by (4) Increase total deposits paid by 20% by

14 B Office of Admissions Communication Plan ADMISSIONS OFFICE MAILINGS On- going mailings: 1. Thank you card once the student has been contacted at a high school visit/or college fair. a. For Freshman and Sophomores Is a college degree part of your plan for the future? flyer and bumper sticker. b. Juniors and seniors Application Packets First mailing: December 1. Holiday greeting card to Fall / Spring Applied Students 2. Spring Open house blast Second mailing: January (applicant pool) 1. to INQ students 2. Thank you for applying greeting card. Third mailing: February (applicant Pool) 1. Are you heading in the right direction postcard 2. to applicant pool & counselors ( Open House) 3. E- Mail to applicant ( information request) Fourth Mailing: March (applicant Pool) 1. Post card ( Make Cheyney your #1 choice) 2. E- Mail to applicant pool (information request) PHONE A THON APRIL / MAY Fifth Mailing: April (Deposit Pending) 1. Join the Cheyney Family 2. Deposit reminder letter 3. E- mail to AADP (Deposit request) Sixth Mailing: May (Accepted Students) 1. President s letter /to accepted students 2. Pay your deposit reminder/ and fill out your FAFSA on line PHONE A THON JUNE / JULY Seventh Mailing: June /July 1. Deposit pending flyer 2. Items for deposit paid students a. T-Shirt b. Are you ready Post card ( to be sent by the office of student activities and FYE Eighth Mailing: August (Deposit paid) 1. Request for final High school transcripts, showing date of graduation and raised seal with signature after the date of graduation. 13

15 C Enrollment Management Strategies for Graduate Studies MAJOR OBJECTIVES The major objectives of the Graduate Studies Enrollment Communication Plan are to; Create a seamless process from inquiry to enrollment for applicants to programs in the Graduate Studies Division of Cheyney University Inform applicants of the information they need to successfully apply and enroll (if appropriate) into the graduate program of their choice Utilize a student focused strategy to enhance graduate applications and enrollments Follow up on materials required for admissions with graduate applicants Maintain a connection with applicants that makes the applicant feel appreciated, important and essential to Graduate Studies COMMUNICATION PLAN/TIMETABLE FORM GRADUATE STUDIES Trigger Reaction Time Frame Responsible Party Inquiries Phone Inquiry Received by staff Received by voice mail Log in the applicant s information (telephone and address) into the Inquiry Log Answer and respond to applicants questions Inform the applicant to complete their FAFSA Send out the information the applicant requested Enter data into Graduate Admissions database Follow up on inquiry and note follow up in Graduate Admissions database Return the applicants phone call Answer and respond to applicants questions Inform the applicant to complete their FAFSA Immediate Within 24 business hours Immediate Every two weeks till application arrives or applicant changes mind Within 24 business hours Immediate Graduate Admissions Staff Graduate Admissions Staff 14

16 Inquiry Paper Inquiry (postcard, other) Send out the information the applicant requested Log in the applicant s information (telephone and address) into the Inquiry Log Enter date into Graduate Admissions database Follow up on inquiry and note follow up in Graduate Admissions database Log in the applicant s information (telephone and address) into the Inquiry Log Answer and respond to applicants questions via including additional contact information for the applicant Inform the applicant to complete their FAFSA Send out any information the applicant requested Enter data into Graduate Admissions database Follow up on inquiry and note follow up in Graduate Admissions database Log in the applicant s information (telephone and address) into the Inquiry Log Contact the applicant by phone and . Answer and respond to applicants questions including additional contact information for the applicant Inform the applicant to complete their Within 24 business hours Immediate Within 24 business hours Every two weeks till application arrives or applicant changes mind Immediate Within 24 business hours Immediate Every two weeks till application arrives or applicant changes mind Within 24 business hours Immediate Graduate Admission Staff Graduate Admissions Staff 15

17 FAFSA Send out any information the applicant requested Enter data into Graduate Admissions database Follow up on inquiry and note follow up in Graduate Admissions database Within 24 business hours Immediate Every two weeks till application arrives or applicant changes mind Application Send out to applicant appropriate confirmation of application letter indicating required application materials still missing from applicant s application file Follow up with applicant on missing application materials till application is complete Notification of applicant when materials received Note all of the above in the Graduate Admissions database Within 24 business hours Every two weeks till application complete Immediate Immediate upon completion of task Graduate Admissions staff Completed Application Create a copy of the application and put it in a departmental file Forward the file with the Departmental Review form to the appropriate graduate faculty member for evaluation Enter sent date in the Graduate Admissions database Monitor this turn-around time and outreach graduate faculty about turn-around time Within 36 business hours Immediate Ongoing Graduate Admissions staff, appropriate Graduate Faculty 16

18 when warranted Outcome of Faculty Evaluation Receive Departmental Review form from graduate faculty Generate appropriate outcome letter; accepted, provisional, conditional or reject As received Within business hours Graduate Faculty Graduate Admissions staff Follow up and trouble-shoot financial aid, registration and bursar process to enrollment Monitor student s progress in financial aid, registration and bursar to enrollment Identify and rectify all barriers student experiences in this process Immediate and ongoing Graduate Admissions staff Gradate Admissions staff and appropriate financial aid, registrar and bursar staff, graduate faculty 17

19 GRADUATE STUDIES ENROLLMENT PLAN This enrollment plan is created based on a SWOT analysis of Graduate Studies. Strengths are identified as; dedicated faculty and staff, cost effective tuition rate, cutting edge technological classrooms, location and good contacts within the community. Weaknesses are identified as; lack of classroom space, limited number of graduate programs, learning/developing a graduate admissions process, lack of knowledge in the community about the CUCC, lack of advertising, lack of a one stop shop for students, lack of adequate recruitment activities. Opportunities are identified as; the higher education market in the City of Philadelphia, ability to partner with other PA State System of Higher Education schools to offer additional graduate programs, and the ability to partner with organizations and institutions within the Philadelphia higher education market place to enhance CUCC s graduate studies enrollments. Threats are identified as; other graduate education higher education institutions within the City of Philadelphia. MAJOR OBJECTIVES The major goals of the Graduate Studies Enrollment Plan are as follows; 1. Increase graduate credit hours by 10% a year 2. Develop and implement a strong and consistent graduate admission process from inquiry to enrollment 3. Develop and implement at minimum two additional graduate degree programs 4. Increase classroom space 5. Create a one stop shop of student services for CUCC students. 18

20 IMPLEMENTATION STARTEGY/TIMETABLE FORM ENROLLMENT PLAN GRADUATE STUDIES Name of Applicant Institution: Cheyney University of Pennsylvania Specific Objectives to be Complete Increase graduate credit hours minimally by 10% a year. Specific Goals Strategies Involved Identified Personnel Time Frame 1. Increase marketing and advertising of the existing graduate programs. 1. Increase radio advertising by 15% 2. Increase newsprint advertising by 20% 3. Revise the Graduate Program Fact Sheets 4. Revise and change the backlight ads in Market East 5. Begin television advertising Colton, Wright, Graduate faculty and ongoing 6. Revise the Graduate Studies Web site 7. Gain greater Graduate Studies visibility on Cheyney University Website 8. Revise Graduate Online application Colton, Sheng, Graduate faculty Fall 2011 and ongoing 9. Enhance and further develop working relationships with the following; Philadelphia Cheyney University alumni, Philadelphia Police Department, National Guard and Reservist Units, Veterans Administration, Philadelphia School District, City of Philadelphia, Federal Employees, and others as appropriate. Colton, Simmons, Graduate faculty Increase Graduate Studies presence in Higher Education search engines (i.e. Petersons, GradSchools.com, etc.) Colton, Sheng, Coleman or designee

21 2. Increase recruitment activities 11. Develop and implement a Graduate Catalogue 1. Hire at least one staff person to handle graduate admissions. Colton, Academic Deans, Graduate Faculty Colton, Banks or designee, Coleman or designee, others as appropriate Sp Sp 2013 Fall Develop fact sheets for each of the graduate majors Colton, Academic Deans, Graduate Faculty Fall Attend graduate fairs as appropriate. 4. Hold at minimum one graduate open house per semester. 5. Hold web chats with potential graduate students. 6. Develop and implement a Communication Plan for all inquiries and applications through enrollment. 7. Outreach all applicants regarding missing materials for application 8. Hold graduate information sessions off site as required. 9. Heavily recruit the following populations; Philadelphia Cheyney University alumni, Philadelphia Police Department, National Guard and Reservist Units, Veterans Administration, Philadelphia School District, City of Philadelphia, Federal Employees, and others as appropriate. Graduate Admissions staff, Graduate Faculty, and Graduate Students as appropriate

22 3. Develop process and monitor enrollment activity and head count on an ongoing basis. 4. Hire as appropriate additional support staff in student affairs offices (Financial Aid, Bursar, Registrar) as required to handle increase of applicants 1. Create graduate admission database 2. Monitor enrollment and head count using database at least monthly 3. Use database to determine enrollment and head count recruitment needs and address needs as appropriate with additional recruitment activities. 1. Monitor increases in graduate enrollments 2. Monitor time taken to process new students from acceptance to enrollment 3. Monitor level of issues and barriers new students face to enrollment due to low number of support personnel in specified offices 4. Determine additional number of support staff required to process increased number of new graduate students Colton, DeVore, Graduate Admissions staff Colton, Hanlon, Comer, Shields, Banks, Phillips, Coleman or VP designees and ongoing Develop and implement a strong and consistent graduate admission process from inquiry to enrollment. 1. Develop and implement a graduate admission process from inquiry to acceptance. 1. Create and implement the following processes and procedures a) Log in of all inquiries b) Distributing of information on degrees c) Data entry for Graduate Database and PowerCampus d) Follow up on applications e) Submission to department for evaluation f) Communication plan (i.e. thank you letter for interest, acknowledgement of application letter, periodic Colton, DeVore, Graduate Admissions Staff, IT Staff (training PowerCampus), Graduate Faculty, Registrar Office Staff Fall

23 2. Develop and implement a plan to monitor graduate student progress from acceptance through enrollment. missing data letters, acceptance letter, outreach, etc.) g) File creation h) Forward of materials to registrar s office. 1. Identify staff in the Financial Aid, Bursar and Registrar s offices as contacts 2. Monitor student progress in each of these offices using the graduate admissions database 3. Trouble-shoot and rectify with the identified contacts in each office any issues or barriers that keep the student from being enrolled. Colton, DeVore, Graduate Admissions Staff, Hanlon, Comer, Shields, Banks, Phillips, Coleman or VP designees Fall 2011 Develop and implement at minimum two additional graduate degree programs 1. Develop at least two new graduate programs 2. Implement the two new graduate programs by Fall Clarify with PASSHE whether identified areas of graduate major need can be developed and offered at Cheyney University 2. Partner with other PASSHE schools to collaboratively offer those graduate programs PASSHE will not allow Cheyney University to offer on their own. 3. Develop those graduate program PASSHE will allow Cheyney University to offer 1. Market and advertise new programs 2. Recruit for new programs 3. Accept and enroll students in the new programs. Colton, PASSHE, Academic Dean, Faculty Colton, Graduate Admissions staff, Graduate Faculty Summer 2012 Fall

24 Increase classroom space 1. Develop creative options to better use classroom space 1. Utilize student study room and faculty lounge for graduate seminars 2. Utilize computer room with retractable computers of large classroom 3. Offer a 4:30 PM to 7:30 PM and 7:30 PM to 10:30 PM schedule. 4. Develop off site options (i.e. Constitution Charter High School) 2. Move to new space 1. Work to find new space in Center City by Fall Colton, DeVore, Graduate Faculty, others as appropriate Cheyney University Administration, Colton (as needed) Create a one stop shop of student services for CUCC students. 1. Develop and create a one stop shop of student services at the CUCC 1. Meet with Directors of student services offices to determine how best to provide their services at the CUCC 2. Implement plan with Directors of student services offices to provide their services at the CUCC. Colton, Directors of student services offices. Fall

25 GRADUATE STUDIES ENROLLMENT COMMUNICATION PLAN MAJOR OBJECTIVES The major objectives of the Graduate Studies Enrollment Communication Plan are to; 1. Create a seamless process from inquiry to enrollment for applicants to programs in the Graduate Studies Division of Cheyney University 2. Inform applicants of the information they need to successfully apply and enroll (if appropriate) into the graduate program of their choice 3. Utilize a student focused strategy to enhance graduate applications and enrollments 4. Follow up on materials required for admissions with graduate applicants 5. Maintain a connection with applicants that makes the applicant feel appreciated, important and essential to Graduate Studies COMMUNICATION PLAN/TIMETABLE FORM GRADUATE STUDIES Trigger Reaction Time Frame Responsible Party Inquiries 1. Phone Inquiry a. Received by staff 1. Log in the applicant s information (telephone and address) into the Inquiry Log 2. Answer and respond to applicants questions 3. Inform the applicant to complete their FAFSA 4. Send out the information the applicant requested 5. Enter data into Graduate Admissions database 6. Follow up on inquiry and note follow up in Graduate Admissions database Immediate Within 24 business hours Immediate Every two weeks till application arrives or applicant changes mind Graduate Admissions Staff 24

26 b. Received by voice mail 1. Return the applicants phone call 2. Answer and respond to applicants questions 3. Inform the applicant to complete their FAFSA 4. Send out the information the applicant requested 5. Log in the applicant s information (telephone and address) into the Inquiry Log 6. Enter date into Graduate Admissions database 7. Follow up on inquiry and note follow up in Graduate Admissions database 2. Inquiry 1. Log in the applicant s information (telephone and address) into the Inquiry Log 2. Answer and respond to applicants questions via including additional contact information for the applicant 3. Inform the applicant to complete their FAFSA 4. Send out any information the applicant requested 5. Enter data into Graduate Admissions database 6. Follow up on inquiry and note follow up in Graduate Admissions database Within 24 business hours Immediate Within 24 business hours Immediate Within 24 business hours Every two weeks till application arrives or applicant changes mind Immediate Within 24 business hours Immediate Every two weeks till application arrives or applicant changes mind Graduate Admissions Staff Graduate Admission Staff 25

27 3. Paper Inquiry (postcard, other) 1. Log in the applicant s information (telephone and address) into the Inquiry Log 2. Contact the applicant by phone and Answer and respond to applicants questions including additional contact information for the applicant 4. Inform the applicant to complete their FAFSA 5. Send out any information the applicant requested 6. Enter data into Graduate Admissions database 7. Follow up on inquiry and note follow up in Graduate Admissions database Within 24 business hours Immediate Within 24 business hours Immediate Every two weeks till application arrives or applicant changes mind Graduate Admissions Staff Application 1. Send out to applicant appropriate confirmation of application letter indicating required application materials still missing from applicant s application file 2. Follow up with applicant on missing application materials till application is complete 3. Notification of applicant when materials received 4. Note all of the above in the Graduate Admissions database Within 24 business hours Every two weeks till application complete Immediate Immediate upon completion of task Graduate Admissions staff 26

28 Completed Application 1. Create a copy of the application and put it in a departmental file 2. Forward the file with the Departmental Review form to the appropriate graduate faculty member for evaluation 3. Enter sent date in the Graduate Admissions database 4. Monitor this turn-around time and outreach graduate faculty about turn-around time when warranted Within 36 business hours Immediate Ongoing Graduate Admissions staff, appropriate Graduate Faculty Outcome of Faculty Evaluation 1. Receive Departmental Review form from graduate faculty 2. Generate appropriate outcome letter; accepted, provisional, conditional or reject As received Within business hours Graduate Faculty Graduate Admissions staff Follow up and trouble-shoot financial aid, registration and bursar process to enrollment 1. Monitor student s progress in financial aid, registration and bursar to enrollment 2. Identify and rectify all barriers student experiences in this process Immediate and ongoing Graduate Admissions staff Gradate Admissions staff and appropriate financial aid, registrar and bursar staff, graduate faculty 27

29 CHEYNEY UNIVERSITY CENTER CITY ENROLLMENT PLAN (Pre-college, undergraduate and continuing education) This enrollment plan is created based on a SWOT analysis of Cheyney University Center City. Strengths are identified as; dedicated faculty and staff, cost effective tuition rate, cutting edge technological classrooms, location, Liberal Studies major for degree completers, and good contacts within the community. Weaknesses are identified as; lack of classroom space, lack of knowledge in the community about the CUCC, lack of advertising, lack of a one stop shop for students, lack of adequate recruitment activities. Opportunities are identified as; the higher education market in the City of Philadelphia especially in the area of degree completers, focus in Philadelphia on HS graduate rates, college attendance and completion, and the ability to partner with organizations and institutions within the Philadelphia higher education market place to enhance CUCC s enrollments. Threats are identified as; other higher education institutions within the City of Philadelphia. MAJOR OBJECTIVES The major goals of the Graduate Studies Enrollment Plan are as follows; 1. Increase pre-college activities and continuing credit activities by 10% a year 2. Increase undergraduate credit hours by 50% by the end of the academic year 3. Increase undergraduate offerings at the CUCC 4. Increase classroom space 5. Create a one stop shop of student services for CUCC students. 28

30 IMPLEMENTATION STARTEGY/TIMETABLE FORM ENROLLMENT PLAN CUCC (Pre-college, undergraduate and continuing education) Name of Applicant Institution: Cheyney University of Pennsylvania Specific Objectives to be Complete Increase precollege activities and continuing credit activities by 10% a year Specific Goals Strategies Involved Identified Personnel Time Frame 1. Determine market needs for pre-college and continuing education programs at the CUCC 2. Offer programs to address such needs 3. Increase marketing and advertising of said programs. 4. Develop process and monitor enrollment activity and head count on an ongoing basis. 1. Meet with the School district of Philadelphia to discuss the viability of dual enrollment programs 2. Meet with the following organizations to determine their training needs; Philadelphia Police Department, National Guard and Reservist Units, Veterans Administration, Philadelphia School District, City of Philadelphia, Federal Employees, and others as appropriate 3. Create new relationships with other organizations in the community 1. Offer pre-college and dual enrollment programs as appropriate 1. Increase radio advertising by 15% 2. Increase newsprint advertising by 20% 3. Revise and change the backlight ads in Market East 4. Begin television advertising 1. Create CUCC pre-college/continuing education admission database 2. Monitor enrollment and head count using database at least monthly 3. Use database to determine enrollment and head count recruitment needs and Colton, Simmons, others as appropriate Colton Colton, Wright, faculty Colton, DeVore, other CUCC staff as appropriate and ongoing and ongoing 29