Inver Hills Community College (IHCC) Mission, Vision and Values

Transcription

1 FACT BOOK

2 Inver Hills Community College (IHCC) Mission, Vision and Values Strategic Framework for Minnesota State Colleges and Universities Minnesota State Colleges and Universities play an essential role in growing Minnesota s economy and opening the doors of educational opportunity to all Minnesotans. To that end, we will: 1. Ensure access to an extraordinary education for all Minnesotans. 2. Be the partner of choice to meet Minnesota s workforce and community needs. 3. Deliver to students, employers, communities, and taxpayers the highest value/most affordable option. Our Mission Dedicated to the power and promise of education, we inspire students, build careers, and strengthen communities. Our Vision We will be an innovator in education, creating a vigorous intellectual environment for emerging leaders, scholars, and professionals. Providing an affordable gateway into the Minnesota State Colleges and Universities System, we will enrich individual lives and support our diverse communities, locally and globally. Our Values At Inver Hills Community College, we value: Student success and excellence in education Integrity, reflection, and innovation Caring responsibly for our environmental, human, and financial resources Our diverse community Relationships with our partners and stakeholders About the Fact Book The Inver Hills Community College Fact Book aims to serve as a reference tool to provide general information about the college for use in planning, assessment, writing grant proposals, preparing reports, and other projects. Data will be updated regularly as it becomes available throughout the year in the online version. Data is shown by fiscal year (July 1 June 30) unless otherwise noted. Every effort is made to ensure that data are accurate, yet data used here may differ slightly from other college and system reports due to the use of different sources, the reporting time period for which the data was reported, dates on which a report was generated, or use of different data definitions. Minnesota State Colleges and Universities (MnSCU) provides Enrollment and Student Reporting Standards and they are followed where noted beginning with fiscal year (FY) As of FY 2011, MnSCU management reports are used when available and appropriate. This will be noted as a source Page 2

3 change below each table, and may result in some changes in trend lines as the data may appear to be changing more than it actually is. Explanation of Sources: Below each table, a source will be listed describing where the data in the table originated. The following sources will be most frequently used: Operational Data This is data that is obtained from REPL, our Oracle database. It was obtained by querying one or more tables. Tables will be listed where possible. MnSCU Management Reports These are created by MnSCU and are available in both public and private versions (password required). EPM 11 This indicates that data was obtained using a query created by MnSCU which can be customized by the user to provide institutional-level data. Enrollment Analytic Tool This is created by MnSCU to allow enrollment data to be cut according to specified variables. Accountability Framework Maintained by MnSCU. IPEDS Feedback Reports IPEDS data is collected, compiled and reported by MnSCU on a rolling calendar to the Federal Government, who compiles our data along with that of institutions across the country. Explanation of Terms: There is a glossary at the end of this document explaining the terms used that are unique to this kind of data reporting. Page 3

4 Table of Contents Inver Hills Community College (IHCC) Mission, Vision and Values... 2 Strategic Framework for Minnesota State Colleges and Universities... 2 Our Mission... 2 Our Vision... 2 Our Values... 2 About the Fact Book... 2 Explanation of Sources:... 3 Explanation of Terms:... 3 IHCC Quick Facts Fall Enrollment Trends... 9 For-Credit Enrollment by Academic Year: Headcount... 9 Credit Enrollment by Fiscal Year: Headcount and FYE... 9 Noncredit Enrollment by Fiscal Year Credit Enrollment by Semester Enrollment by Level College Level and Developmental Courses Online Credit Course Offerings and Enrollment Number of Sections and Credits Offered by Media Type Seats Sold by Type of Course each Fiscal Year FYE by Media Code Enrollment in Online and Hybrid Courses by Semester Prior Learning Assessment (PLA) Students by Major Student Profile Credit Students New and Continuing Students Full-Time and Part-Time Status Trends across Time Gender Race/ethnicity Age Disability Status Veterans Low Income Status/Pell Eligibility Page 4

5 First Generation Status Underrepresented Status Average Credit Load by Semester Admission Status Student Residence Top Feeder High Schools Student Engagement and Satisfaction Community College Survey of Student Engagement Statistically Significant Results Student Satisfaction Inventory Overall Satisfaction Areas for Celebration Areas for Focus Student Outcomes Retention, Transfer, and Graduation MnSCU Accountability Dashboard Average Retention, Transfer, Graduation, and Success Rates Changes over Time Status at Third Spring Second Fall Persistence and Completion Rates MnSCU Accountability Dashboard IPEDS Graduation and Transfer-out Rates Awards Granted Glossary Useful Links to Data Sources Page 5

6 Index of Tables Table 1 Credit Enrollment by Semester Table 2 Seats Sold Face-to-face Table 3 Seats Sold Online Table 4 Seats Sold Blended/hybrid Table 5 Enrollment in Online and Hybrid Courses Table 6 Majors by Fiscal Year Table 7 Number of Students by Gender Table 8 Number of Students of Color, White Students, and Students with Unknown Race/ethnicity Table 9 Number of students by Race/ethnicity Table 10 Number of Traditional and Non-traditional Students Table 11 Percentage of Students by Age Range Table 12 Number of Students by Age Range Table 13 Enrollment by Pell Eligibility Table 14 First Generation Status by Federal Definition: Neither Parent Has a Bachelor s Degree Table 15 First Generation Status by MN Definition: Neither Parent Attended any College Table 16 Underrepresented Students Table 17 Enrollment by Admission Status Table 18 Average Credit Load by Admission Status Table 19 Enrollment by City of Student Residence Table 20 New First-time Students Top Feeder High Schools Table 21 New PSEO Students Top Feeder High Schools Table 22 New Full-time Regular and Transfer Students Table 23 Underrepresented Students: Second Fall Persistence and Completion for First-time Students. 41 Table 24 Awards Granted by Type of Degree or Certificate Table 25 Associate Degrees Granted by Program Table 26 Certificates Granted by Program Page 6

7 Index of Figures Figure 1 For-Credit Enrollment by AY: Headcount... 9 Figure 2 Credit Enrollment and FYE by Fiscal Year Figure 3 Noncredit Enrollment by Fiscal Year Figure 4 Seats Sold - College Level Courses Figure 5 Seats Sold-Developmental Classes Figure 6 FYE College Level vs. Developmental Figure 7 Number of Courses Offered by Media Type Figure 8 Percentage of Class Sections by Media Type Figure 9 Percentage of Credits Offered Face-to-face Figure 10 Percentage of Credits Offered Online Figure 11 Percentage of Credits Offered Blended/hybrid Figure 12 FYE by Media Code Figure 13 PLA Credits Attempted/earned Figure 14 Headcount and Average PLA Credits Earned per Student Attempting Credit Figure 15 New and Continuing Students Figure 16 Comparison of Full-time and Part-time Credit Students Figure 17 Students by Gender (%) Figure 18 Enrollment of Students of Color, White Students, and Students with Unknown Race/ethnicity Figure 19 Percentage of Students by Race/ethnicity Figure 20 Percentage of Traditional and Non-traditional Students Figure 21 FY 2014 Students by Age Range Figure 22 Students with Disabilities Figure 23 Number of Veterans Enrolled Figure 24 Enrollment by Pell Eligibility Figure 25 Comparison of First Generation Students by Federal and MN Definition Figure 26 Underrepresented Status Figure 27 Average Credit Load Summer Semesters Figure 28 Average Credit Load Fall Semesters Figure 29 Average Credit Load Spring Semesters Figure 30 Percentage of Enrollment by Admission Status Figure 31 Comparison of Benchmark Areas Figure 32 SSI Overall Satisfaction Means Figure 33 Average Retention, Transfer, Graduation, and Success Rates Figure 34 Underrepresented Students: Second Fall Success Rate Figure 35 IPEDS Graduation and Transfer-out Rates by Cohort using IPEDS Peer Group... 41

8 IHCC Quick Facts Fall 2014 data Credit Enrollment 5,675 unduplicated headcount 1,728 full-year equivalent students 36% new students, 64% continuing 35% full-time; 65% part-time Demographics (Credit Students) 59% female; 40% male 66% traditional age; 34% adult students (26 or older) 31% students of color (of known status) 60% low income (Pell eligible known status) 59% neither parent has bachelor s degree (known status) 21% neither parent has any postsecondary education (known status) Students by Race/ethnicity <1% Native Hawaiian/Pacific Islander <1% American Indian/Alaska Native <1% Nonresident alien 9% Hispanic/Latino 6% Asian 3% Unknown or not reported 10% Black/African American 66% White 5% Two or more races Student Residence Top Cities (Fall 2014 Credit Students) Inver Grove Heights Saint Paul Eagan Cottage Grove Apple Valley Credit Sections Offered: % Traditional/classroom 18% Online 9% Hybrid Most Popular Programs of study by enrollment Liberal Arts (AA) Nursing (AS)/ seeking admission to Nursing Contemporary Business (AS) Human Service Worker (AS) Paralegal Average Credit Load (Fall 2014) Full-Time Students: 13.7 credits Part-Time Students: 6.6 credits Retention Rates (Fall 2012 entering cohort- new first-time full-time students) 80% retained to first spring 50.1% retained to second fall IPEDS 3-Year Graduation & Transfer Rates (Fall 2009 entering cohort- new first-time full-time students) 18% Graduated 33.4% Transferred The most current Organization Chart can be found at: t.pdf Top Feeder High Schools* (Five-year average First-time credit Students) Park High School Simley Senior High School Rosemount High School Henry Sibley High School Hastings High School *When all GED categories are combined, GED would be first on the above list in % of students.) Sources of data: Operational data, EPM11-Student Persistence and Completion Tool. Tenth day record used to obtain data.

9 Enrollment Trends For-Credit Enrollment by Academic Year: Headcount This figure compares unduplicated and duplicated headcount enrollment across time. Unduplicated headcount is when a student is only counted once during a fiscal year, no matter how many semesters they attended during a year. Duplicated headcount counts each student each semester they attend. The wider the gap between the two lines, the higher the amount of students attending more than one semester during an Academic Year. (If all students attended the same number of semesters, the two lines would be the same). Academic year starts in the fall and ends with summer the following year. Figure 1 For-Credit Enrollment by AY: Headcount AY AY AY AY AY Duplicated Headcount Unduplicated Headcount Source: Operational Data. ST_TERM_DATA, final records Credit Enrollment by Fiscal Year: Headcount and FYE Figure 2 below shows for-credit enrollment by headcount (duplicated and unduplicated) and FYE (full-year equivalent) which takes all credits and divides them by 30, (12 credits + 12 credits + 6 credits = 30) which is full-time status for all 3 terms in a given year.

10 Figure 2 Credit Enrollment and FYE by Fiscal Year Unduplicated Headcount Duplicated Headcount FYE Source: MnSCU Management Reports/Enrollment/Student FYE by campus Noncredit Enrollment by Fiscal Year Between 2010 and 2013, noncredit (Continuing Education and/or Customized Training) duplicated and unduplicated enrollments have been similar, meaning that most noncredit students are enrolled only one term per year. However, in 2014, both of these numbers jumped to 8,525 for duplicated headcount and 6,889 unduplicated headcount due to a change in the method these students are counted by MnSCU. Figure 3 Noncredit Enrollment by Fiscal Year Unduplicated Headcount Duplicated Headcount Source: Management Reports/Custom Training/Enrollment/Hours by Campus Credit Enrollment by Semester Table 1 below shows for-credit student enrollment by full-time and part-time students and unduplicated headcount by semester. Seats sold are the number of total course enrollments for all students. Page 10

11 Table 1 Credit Enrollment by Semester Semester Full Time Part Time Total Unduplicated Headcount Seats Sold Summer ,949 2,902 4,292 Fall ,540 3,670 6,210 18,594 Spring ,315 3,905 6,220 18,471 Summer ,003 1,806 2,809 4,383 Fall ,504 3,866 6,370 12,347 Spring ,193 4,074 6,267 11,748 Summer ,096 1,709 2,805 5,207 Fall ,230 3,865 6,095 18,874 Spring ,043 4,026 6,069 17,902 Summer ,680 2,659 4,110 Fall ,149 3,921 6,070 17,820 Spring ,926 3,954 5,880 17,630 Summer ,492 2,455 3,815 Fall ,100 3,815 5,815 16,754 Spring ,861 3,818 5,679 16,071 Source: Operational Data. ST_TERM_DATA, final records Enrollment by Level College Level and Developmental Courses Seats sold in college level courses represent a ten-year average of 92% of total seats sold in credit courses each year. Seats sold in developmental courses represent a ten-year average of 8% of total seats sold each year. The number of seats sold in each area has decreased by 9% for college-level courses and 6% for developmental courses over the last ten years. See figures 4 and 5 below. Though the number of seats sold over the last 5 years have generally decreased, the proportion of college level and developmental courses have only fluctuated by 1%. Figure 4 Seats Sold - College Level Courses Source: Management Reports/Academic/Class size by level Page 11

12 Figure 5 Seats Sold-Developmental Classes Source: Management Reports/Academic/Class size by level The full-year equivalent (FYE) students generated by college level courses accounts for a ten-year average of 90% of FYE each year and enrollment in developmental courses accounts for 10% of FYE each year. While the actual FYE has increased for both college level and developmental courses, the proportions of each have remained essentially the same. FYE is calculated by dividing total credits by 30. Figure 6 FYE College Level vs. Developmental 90% 89% 89% 89% 91% 10% 11% 11% 11% 9% Developmental College Level Source: Management Reports/Academic/Class size by level Online Credit Course Offerings and Enrollment Number of Sections and Credits Offered by Media Type Media type is how the MnSCU system defines the method of course delivery. Courses are delivered by traditional, online, or hybrid (a combination of online and traditional) means. Page 12

13 Figure 7 Number of Courses Offered by Media Type Source: Operational data Traditional # Online # Hybrid # The proportion of types of course offerings has changed as well, as online and hybrid sections comprise an increasing proportion of course offerings. Figure 8 Percentage of Class Sections by Media Type 2.51% 4.57% 5.09% 6.67% 7.96% 16.35% 16.80% 16.67% 17.15% 17.89% 78.63% 78.24% 76.18% 74.15% 72.58% Source: Operational data Traditional % Online % Hybrid % The number of credits offered has changed proportionally to the trends described above. See figures 9-11 below. Page 13

14 Figure 9 Percentage of Credits Offered Face-to-face 96.12% 97.65% 93.08% 92.73% 88.73% 85.82% 81.13% 78.63% 78.24% 76.18% 74.15% 72.58% Source: Operational data Figure 10 Percentage of Credits Offered Online 1.85% 1.88% 4.15% 4.87% 9.53% 12.64% 16.35% 16.80% 16.67% 17.15% 17.89% 18.87% Source: Operational data Figure 11 Percentage of Credits Offered Blended/hybrid 2.04% 0.47% 2.77% 2.41% 1.74% 1.55% 2.51% 4.57% 5.09% 6.67% 7.96% 8.55% Source: Operational data Seats Sold by Type of Course each Fiscal Year The total number of seats sold each fiscal year increased by 14% from FY 2005 to FY The majority of seats sold are in traditional classes but the percent of seats sold in online classes has grown considerably. See Tables 2-4 below. Page 14

15 Table 2 Seats Sold Face-to-face Fiscal Year Traditional: # of Sections Traditional: % of Sections Traditional: # of Credits Traditional: # of Seats Sold Traditional: % of Seats Sold % % % % % % % % % % % % % % % % % % % % % % Source: Operational data Table 3 Seats Sold Online Fiscal Online - # of Year Sections Online - % of Sections Online - # of Credits Online - # of Seats Sold Online - % of Seats Sold % % % % % % % % % % % % % % % % % % % % % % Source: Operational data Page 15

16 Table 4 Seats Sold Blended/hybrid Fiscal Year Hybrid - # of Sections Hybrid - % of Sections Hybrid - # of Credits Hybrid - # of Seats Sold Hybrid - % of Seats Sold % % % % % % % % % % % % % % % % % % % % % % Source: Operational data FYE by Media Code Full-year equivalent enrollment by media code is shown below in Figure 12. Figure 12 FYE by Media Code Traditional Online Hybrid Source: Management Reports/ Distance Learning/Enrollment by Media Code Enrollment in Online and Hybrid Courses by Semester Enrollment by semester in online and hybrid courses is shown below in Table 5. Page 16

17 Table 5 Enrollment in Online and Hybrid Courses Unduplicated Headcount Seats Sold Semester Online Hybrid Online Hybrid Summer Fall Spring Summer Fall Spring Summer Fall Spring Summer Fall Spring Summer Fall Spring Source: Operational data Prior Learning Assessment (PLA) The prior learning assessment (PLA) process helps students match learning gained outside the classroom to actual college courses. First, students are assessed to determine if a PLA is right for them based on their educational goal. Then, students are enrolled in a class to identify courses that may be completed via PLA - demonstrating their skills and knowledge for academic credit. The demonstration process varies by course, but is usually in the form of written papers following specific guidelines as well as one-on-one or group meetings with an evaluator for the specific PLA. This process allows students to demonstrate knowledge and skills gained via work/life experiences. The number of PLA credits attempted and completed are shown below in Figure 13. Page 17

18 Figure 13 PLA Credits Attempted/earned PLA CREDITS EARNED PLA CREDITS ATTEMPTED The number of students who earn PLA credit has increased by 124% since The average number of PLA credits earned by a PLA student has increased by 48% since See Figure 14 below. Figure 14 Headcount and Average PLA Credits Earned per Student Attempting Credit Headcount and Average PLA Credits Earned Per Student Avg PLA credits earned per student PLA students unduplicated headcount Students by Major The following tables include only majors ranked as the primary major. If a student has more than one primary major, he or she is counted once for each major in each fiscal year that he or she was enrolled at IHCC. The data below shows the number of students with a major if they were enrolled in the college for credit courses at any point during a fiscal year. This list includes only majors that were valid as of the first day of FY 2010 Page 18

19 majors that no longer exist at IHCC are not shown here. If a program was changed significantly to the point that the registrar issued a different major ID for the new program, data for the old version of the program is not included here. Table 6 Majors by Fiscal Year Major (Blank) Accounting Advanced Network Security Advanced Network Technology Art Biology Building Inspection Building Inspection Technology Building Inspection Technology CORE Building Permit Technician Business Aviation Chemistry Child Care Teacher China Studies Community Health Worker Computer Programmer Computer Science Construction Management Construction Management Certificate Contemporary Business Contemporary Business Practice Credit for Prior Learning Criminal Justice Criminal Justice Certificate Customer Service Education Foundations emarketing 1 2 Emergency Health Services Engineering Fundamentals Exercise Science Human Resource Management Human Service Worker Human Services Assistant I.T. Help Desk Page 19

20 Individualized Professional Studies Information Technology Support Innovative Technology and Instruction International Business 9 IP Telephony Law Enforcement Legal Administrative Assistant Legal Administrative Assistant Cert Liberal Arts Marketing and Sales Microsoft Certified IT Professional Minnesota Transfer Curriculum Network Technology and Security Nursing Nursing Assistant Office Technology Paralegal Paralegal Certificate Paramedic Certificate Physical Education Professional Pilot Professional Writing Project Management seeking admission to Acc NUR Param Track seeking admission to Acc NURS LPN track seeking admission to Nursing seeking admission to the EMS program Small Business Development Supervision Teach English for Speakers of Other Lang Theatre 4 Undecided about which degree to pursue Urban Teacher Program Source: Operational Data. ST_TERM_DATA, final records. Page 20

21 Student Profile Credit Students New and Continuing Students Each fall, approximately one-third of IHCC students are new to Inver Hills and two-thirds are continuing students. Over the past five years, the proportion of continuing students has increased slightly, while the proportion of new students has decreased slightly. Figure 15 New and Continuing Students 63% 63% 63% 62% 66% 37% 37% 37% 38% 34% FALL 2009 FALL 2010 FALL 2011 FALL 2012 FALL 2013 NEW CONT Source: Operational Data. ST_TERM_DATA, final records. Full-Time and Part-Time Status Trends across Time The proportion of full-time and part-time students by term has remained fairly consistent over the years. Figure 16 Comparison of Full-time and Part-time Credit Students 62% 66% 63% 65% 67% 61% 65% 67% 38% 34% 37% 35% 33% 39% 36% 33% FALL 2011 SPRING 2012 SUMMER 2012 FALL 2012 SPRING 2013 SUMMER 2013 FALL 2013 SPRING 2014 FULL-TIME PART-TIME Source: Operational Data. ST_TERM_DATA, final records, except for SP12 which is 30 th day. Page 21

22 Gender Approximately 60% of IHCC students are female and 40% are male. Trends have remained consistent over the last five years. Figure 17 Students by Gender (%) 4% 2% 1% 1% 1% 39% 41% 40% 41% 40% Gender blank Male 58% 58% 59% 58% 59% Female Table 7 Number of Students by Gender Female Male Gender blank Total Source: Management Reports/Students/Students by Gender Race/ethnicity Since 2010, the number of Students of Color peaked in 2012 at 2,502 and then dropped slightly. However, the percentage of Students of Color has been steadily increasing over the last several years. In 2014, 28% were students of color, 67% were white, and 4% did not report their race. (Nonresident aliens are excluded from both categories in the graph.) The percentage of students who don t report their race/ethnicity has decreased considerably in the past ten years. Page 22

23 Figure 18 Enrollment of Students of Color, White Students, and Students with Unknown Race/ethnicity 6% 6% 3% 2% 4% 74% 72% 69% 70% 67% Unknown or not reported White Students Students of Color 19% 21% 28% 28% 28% Table 8 Number of Students of Color, White Students, and Students with Unknown Race/ethnicity Race/ethnicity Students of Color White Students Nonresident alien Unknown or not reported Total Source: Management Reports/Students/Students by Ethnic As shown below, white students comprise the largest percentage of the student population, followed by Black/African American students, Asian students, and Hispanic/Latino students. American Indian/Alaska Native, Native Hawaiian/Pacific Islanders, and nonresident aliens each typically comprise 1% or less of the student population. The proportion of students who report an unknown race/ethnicity or do not report a race/ethnicity has varied from 35% in FY 2003 to two percent in FY Page 23

24 Figure 19 Percentage of Students by Race/ethnicity 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Native Hawaiian/Pacific Islander 0% 0% 0% 0% 4% Two or more races* 4% 4% 0% American Indian/Alaska Native 1% 1% 1% 1% 0% Hispanic/Latino 3% 4% 8% 8% 8% White 74% 72% 69% 70% 67% Asian 5% 5% 5% 5% 5% Black/African American 10% 10% 10% 10% 10% Unknown or not reported 6% 6% 3% 2% 4% Nonresident alien 1% 0% 1% 0% 0% Table 9 Number of students by Race/ethnicity Category Nonresident alien Unknown or not reported Black/ African American Asian White Hispanic/ Latino American Indian/ Alaska Native Native Hawaiian/ Pacific Islander Two or more races* Total Source: Management Reports/Students/Students by Ethnic Note: Data is based on "primary" race/ethnicity. * Two or more races was an added category in 2012 Age In FY 2011, about one third of the student population was 18 to 21 years old, 18% were 22 to 25 years old, and 14% were 26 to 30 years old. Eight percent were 17 years old or younger. Approximately 14% were in Page 24

25 their thirties, and about 10% were in their forties or older. These percentages have been approximately the same over the past ten years, with the exception of the 17 and younger group, which has grown considerably from one percent in 2002 to 8% in Figure 20 Percentage of Traditional and Non-traditional Students 60% 50% 40% 30% 20% 10% 17 and younger and older Uncoded 0% Table 10 Number of Traditional and Non-traditional Students 17 and younger and older Not reported Total Source: Management Reports/Students/Students by Age Figure 21 FY 2014 Students by Age Range 17 and younger and older Not reported 5% 4% 3% 2% 1% 0% 0% 1% 8% 9% 14% 18% 36% Page 25