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

26 Table 11 Percentage of Students by Age Range Age 17 and younger 9% 10% 6% 6% 8% % 34% 35% 35% 36% % 18% 19% 19% 18% % 15% 15% 15% 14% % 8% 9% 9% 9% % 5% 5% 5% 5% % 4% 4% 4% 4% % 3% 3% 3% 3% % 2% 2% 2% 2% % 1% 1% 1% 1% % 0% 0% 0% 0% 71 and older 0% 0% 0% 0% 0% Not reported 1% 1% 1% 0% 1% Total 100% 100% 100% 100% 100% Note: Total percentages may not equal 100% due to rounding. Table 12 Number of Students by Age Range Age 17 and younger and older Not reported Total Disability Status Historically, the college has approximately two percent of the student population with a disability documented with the college. In fall 2013, that number rose to 4% of the population and back down to 3% in Fall Of the Metro Colleges, MCTC (6%), Normandale (5%), North Hennepin (5%), Century, DCTC, and Hennepin Tech (4% for each) have larger percentages. Anoka Tech/Anoka CC has the same (3%) as IHCC. Page 26

27 Figure 22 Students with Disabilities FALL 2010 FALL 2011 FALL 2012 FALL 2013 Fall 2014 Source: Operational Data, June 2012 Note: Fall 2014 data is not final. Veterans Each fall, approximately three percent of the student population is a veteran and the actual number of veterans peaked in fall The IHCC Veterans Services Office estimates that there are many more veterans at IHCC who have not been identified as such because they have not interacted with the Veterans Services Office. See Figure 23 below. Figure 23 Number of Veterans Enrolled FALL 2010 FALL 2011 FALL 2012 FALL 2013 Fall 2014 Source: Operational Data, June 2012 Note: Fall 2014 data is not final. Low Income Status/Pell Eligibility Pell eligibility is often used as a way to identify low income students. The number and percentage of students eligible for Pell grants has increased steadily since Almost half of IHCC students have an unknown status that is, the college does not know if they are Pell eligible or not. Per MnSCU convention, the percent of students who are Pell eligible are shown as a percent of students with known status. Figure 24 and Table 13 below show Pell eligibility. Page 27

28 Figure 24 Enrollment by Pell Eligibility 50% 57% 60% 62% 60% Table 13 Enrollment by Pell Eligibility Pell eligible Not Pell eligible Status unknown Total Source: Enrollment Analytic Tool, Hyperion Brio; Operational data, August, 2014 First Generation Status First generation status essentially describes the educational attainment of a student s parents or guardians. A first generation student is a student whose parents or guardians who did not go to college or did not complete a four-year degree. As shown below, there is more than one definition of the term. Approximately Inver Hills students each year have an unknown First Generation status that is, the college does not have data about their parents educational attainment and cannot determine whether they are first generation students or not. Per MnSCU convention, the percent of students who are first generation are shown as a percent of students with known status. Figure 25 Comparison of First Generation Students by Federal and MN Definition 59% 60% 60% 60% 59% 20% 21% 22% 22% 22% % First-Gen (FED) % First-Gen (MN) Page 28

29 First Generation Federal Definition: Neither parent has a bachelor s degree Approximately 59% (4,611) of IHCC students come from families where neither parent has a bachelor s degree. Table 14 First Generation Status by Federal Definition: Neither Parent Has a Bachelor s Degree First generation Not first generation Status unknown Total Source: Enrollment Analytic Tool, Hyperion Brio; Operational data, August, 2014 First Generation Minnesota Definition: Neither parent attended any college Approximately 22% (1,712) of students come from families where neither parent attended any college. Table 15 First Generation Status by MN Definition: Neither Parent Attended any College First generation Not first generation Status unknown Total Source: Enrollment Analytic Tool, Hyperion Brio; Operational data, August, 2014 Underrepresented Status A student is considered underrepresented if he or she fits into at least one of the following categories: (1) student of color; (2) low income; or (3) first generation. Because there are two definitions of first generation, there are two definitions of underrepresented. Over 3,000 IHCC students each year have an unknown status that is, the college does not have data about their race, Pell eligibility status, or parents educational attainment. Consequently, the college cannot determine whether they are underrepresented students or not. Per MnSCU convention, the percent of students who are underrepresented are shown as a percent of students with known status. Underrepresented MN Definition of First Generation Approximately 79% (4,714) of Inver Hills students are underrepresented. See Figure 26 and Table 16 below. Page 29

30 Figure 26 Underrepresented Status 75% 77% 78% 79% 79% 25% 23% 22% 21% 21% %Underrepresented %Not Underrep Table 16 Underrepresented Students Underrepresented Not underrepresented Status unknown Total Source: Enrollment Analytic Tool, Hyperion Brio (2011 on) Average Credit Load by Semester Average credit load is the average number of credits that students register for in a semester. Average credit load has remained fairly consistent over the past ten years, with some variation as shown below in Figures Figure 27 Average Credit Load Summer Semesters FULL-TIME PART-TIME SUMMER 2009 SUMMER 2010 SUMMER 2011 SUMMER 2012 SUMMER 2013 Page 30

31 Figure 28 Average Credit Load Fall Semesters FULL-TIME PART-TIME FALL 2009 FALL 2010 FALL 2011 FALL 2012 FALL 2013 Figure 29 Average Credit Load Spring Semesters FULL-TIME PART-TIME SPRING 2010 SPRING 2011 SPRING 2012 SPRING 2013 SPRING 2014 Source: Operational Data. ST_TERM_DATA, final records. Admission Status As shown below, the composition of the Inver Hills student population has changed considerably in the past five years. Previously, the majority of students were undergrad regular (first-time) students. However, in the past five years the student population is increasingly made up of transfer and post-secondary enrollment option (PSEO) students. See Figure 30 and Table 17 below. Page 31

32 Figure 30 Percentage of Enrollment by Admission Status 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 31 UG Unclassified 23% 21% 18% 18% 16% 22 High School Non-PSEO 1% 1% 1% 1% 0% 21 PSEO 3% 4% 4% 5% 8% 14 UG Prev Deg 4% 3% 3% 3% 3% 12 UG Transfer 31% 33% 36% 37% 38% 11 UG Regular 38% 37% 38% 36% 34% Table 17 Enrollment by Admission Status Undergrad regular Undergrad transfer Undergrad previous degree PSEO High School Non PSEO Undergrad unclassified (limited) Specialist Uncoded Total Source: Management Reports/Students/Student Demographics Average credit load by admission status shows the average number of credits that students register for, broken down by admission status. As shown below, regular and transfer students have the largest average credit load, followed by PSEO students. Ten year trends show that overall, average credit load is increasing. This is true for regular students, transfer students, and unclassified (limited) students. Page 32

33 Table 18 Average Credit Load by Admission Status Undergrad regular Undergrad transfer Undergrad previous degree PSEO High School Non PSEO Undergrad unclassified (limited) Average for all types Source: Management reports/students/students by Credit Load, June 2012 Student Residence The following table shows the number of students enrolled each fall by current address, in descending order, for the top cities where IHCC students live. Table 19 Enrollment by City of Student Residence City Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Saint Paul Inver Grove Heights Eagan Cottage Grove Apple Valley Woodbury Farmington Hastings South Saint Paul Rosemount West Saint Paul Burnsville Minneapolis Lakeville Mendota Heights Bloomington Saint Paul Park Maplewood Northfield Cannon Falls Oakdale Savage Newport Shakopee Page 33

34 Faribault Red Wing Prior Lake Richfield Stillwater Prescott Hudson Hampton Bayport Roseville White Bear Lake Brooklyn Park Lakeland Lake Elmo Eden Prairie Rochester Saint Louis Park River Falls Plymouth Shoreview North Saint Paul Elko Randolph Forest Lake Ellsworth Hugo Source: Operational Data. ST_TERM_DATA, final record used for all except Fall 2010, which is based on the 30 th day record. Top Feeder High Schools The following tables show the numbers of new first-time and PSEO students enrolled at IHCC each fall by high school attended, in descending order, for the top feeder high schools. Page 34

35 Table 20 New First-time Students Top Feeder High Schools Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Park High School Farmington Senior High School Rosemount High School Henry Sibley High School Hastings High School Eagan High School South Saint Paul High School Simley Senior High School Eastview High School Woodbury High School East Ridge High School Apple Valley High School Other - Home School Burnsville Senior High School School Of Environmental Study Tartan Senior High School Lakeville North High School Northfield High School Lakeville South High School Stillwater Area Senior Hs Cretin-Derham Hall Guadalupe Alternative Programs Other Minnesota Cannon Falls Jr-Sr High School Humboldt Senior High School Como Park Senior High School Other - State Unknown Prescott High School Red Wing High School Prescott High School Saint Croix Lutheran High School Highland Park Senior High School John A Johnson High School Saint Agnes High School Richfield Senior High School Source: Operational Data. ST_TERM_DATA, final record used for all except Fall 2010, which is based on the 30 th day record. Page 35

36 Table 21 New PSEO Students Top Feeder High Schools High School Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Rosemount High School Simley Senior High School South Saint Paul High School Park High School Hastings High School Randolph High School Eagan High School Eastview High School East Ridge High School Farmington Senior High School Henry Sibley High School Woodbury High School Cannon Falls Jr-Sr High School Apple Valley High School School Of Environmental Study Highland Park Senior High School Lakeville South High School Mts Minnesota Connections Academy Tartan Senior High School 1 2 Arcadia Charter School Lakeville North High School Stillwater Area Senior Hs Red Wing High School 2 1 Minnesota Virtual High School Other Minnesota Minnesota Online High School 1 Mn Virtual Academy High School Other - State Unknown 1 Prior Lake High School 1 Source: Operational Data. ST_TERM_DATA, final record used for all except Fall 2010, which is based on the 30 th day record. Student Engagement and Satisfaction Community College Survey of Student Engagement The Community College Survey of Student Engagement (CCSSE) is a national survey that focuses on student engagement, or the amount of time and energy that students invest in meaningful educational practices. Inver Hills first administered the CCSSE in Spring Five key scales, or benchmarks, provide an overview of the critical areas of student engagement: Active and Collaborative Learning, Student Effort, Academic Challenge, Student Faculty Interaction, and Support for Learners. Page 36

37 Figure 31 Comparison of Benchmark Areas Score IHCC 2009 MnSCU 2011 IHCC 2011 MnSCU 2013 IHCC 2013 MnSCU 44 Active and Collaborative Learning Student Effort Acadmic Challenge Student-Faculty Interaction Support for Learners Source: CCSSE Institutional Report, 2009 and Each benchmark score is calculated by averaging the scores on survey items that comprise the benchmark. All means are weighted by full-time and part-time status to compensate for disproportionately large numbers of part-time students. Statistically Significant Results IHCC had statistically significantly higher scores for all students for the following items (followed by the relevant comparison group): Number of assignments that require integrating ideas from various sources (national and MnSCU) Time spent preparing for class (national) Number of written papers (national) IHCC had significantly lower scores for all students for these items: Teaching and tutoring other students (MnSCU) Use of skill labs (writing, math, etc.) (national and MnSCU) Use of computer labs (MnSCU) Working with instructors on activities other than coursework (MnSCU) Student Satisfaction Inventory The Student Satisfaction Inventory (SSI) is a national survey that focuses on student satisfaction and priorities regarding a broad range of college operations. Inver Hills Community College administered the survey most recently in Spring 2012, and previously each year between 2002 and Results for 2012 are discussed below. Overall Satisfaction Students were asked three questions addressing overall satisfaction. IHCC s mean satisfaction score was lower (statistically significant) than the national mean for the first item, So far, how has your college experience met your expectations? Part-time students showed higher satisfaction than full-time students for overall satisfaction with experience and likelihood of enrolling at IHCC again. Page 37

38 Figure 32 SSI Overall Satisfaction Means IHCC 2010 National 2012 IHCC 2012 National 1 So far, how has your college experience met your expectations? Rate your overall satisfaction with your experience here thus far All in all, if you had it to do over, would you enroll here again? Source: IHCC Spring 2010 SSI Results. Mean scores are shown for a seven-point response scale where seven is the highest value (very satisfied), four is neutral, and one is the lowest value (not satisfied at all). Areas for Celebration Areas for celebration have high importance to students, high satisfaction scores, and higher satisfaction (statistically significant) than the national cohort of two-year colleges. Nearly all the faculty are knowledgeable in their fields There is a good variety of courses provided on this campus. Faculty are usually available after class and during office hours. Students are made to feel welcome on this campus. Admissions staff are knowledgeable. Library resources and services are adequate. On the whole, the campus is well-maintained. The campus is safe and secure for all students. Areas for Focus Areas for focus have high importance to students, low satisfaction scores, and lower satisfaction (statistically significant) than the national cohort of two-year colleges. The amount of student parking space on campus is adequate. Faculty provide timely feedback about student progress in a course. Students are notified early in the term if they are doing poorly in a class. Student Outcomes Retention, Transfer, and Graduation MnSCU Accountability Dashboard Entering full-time students are tracked in cohorts to determine retention, transfer, and graduation rates. Cohorts refer to the fall semester students who entered IHCC. The term at which the measures are shown refers to the beginning of the term. Page 38

39 Table 22 New Full-time Regular and Transfer Students Cohort # in Cohort Measure First Spring Second Fall Second Spring Third Fall Third Spring % Retained 79.4% 46.5% 39.6% 23.3% 23.2% % Transferred 3.1% 13.7% 16.9% 24.7% 24.5% % Graduated 2.9% 7.1% 8.6% 14.6% 15.0% % Success 85.2% 67.3% 65.2% 62.6% 62.7% % Retained 76.5% 44.5% 38.9% 25.9% 18.6% % Transferred 3.6% 14.0% 17.3% 24.7% 26.2% % Graduated 2.0% 6.1% 7.4% 12.5% 15.3% % Success 82.1% 64.5% 63.6% 63.1% 60.1% % Retained 80.0% 48.0% 40.7% 22.9% % Transferred 3.2% 11.8% 13.9% 21.9% % Graduated 1.4% 6.3% 7.2% 14.8% % Success 84.6% 66.1% 61.8% 59.6% % Retained 80.0% 50.1% % Transferred 3.1% 14% % Graduated 1.6% 5.8% % Success 84.7% 69.9% 2013* 797 % Retained 82.9% % Transferred 2.6% % Graduated 1% % Success 86.6% Source: Accountability Framework, Student Persistence and Completion. Data is not yet available for shaded cells. * 2013 data is preliminary. Average Retention, Transfer, Graduation, and Success Rates Averages are shown for the cohorts in the table 22 above. The success rate is the percentage of students who have either graduated, transferred, or are retained. Average success rates since fall 2009 are 84.6% at first spring, 67.0% at second fall, 63.5% at second spring, 61.8% at third fall, and 61.4% at third spring. Figure 33 Average Retention, Transfer, Graduation, and Success Rates 100% 80% 60% 40% 20% 84.6% 67.0% 63.5% 61.8% 61.4% 0% 1st Spring 2nd Fall 2nd Spring 3rd Fall 3rd Spring 5yr. Avg.Retention 5yr. Avg. Graduation 5yr. Avg.Transfer 5yr. Avg. Success Page 39

40 Changes over Time Status at Third Spring The overall success rate has decreased slightly, from 62% for the Fall 2006 cohort to 60.1% for the Fall 2010 cohort. This is likely due to a decrease in graduation rates at the third spring from 17% for the fall 2006 cohort to 15.3% for the fall 2010 cohort. Transfer and retention rates at the third spring have remained somewhat consistent. The third spring transfer rate was 25% for the fall 2006 cohort and 26.2% for the fall 2010 cohort. The third spring retention rate was 20% for the fall 2006 cohort and 18.6% for the fall 2010 cohort. Second Fall Persistence and Completion Rates MnSCU Accountability Dashboard The second fall persistence and completion rate for underrepresented students (MN definition) is a MnSCU accountability measure. Also known as the success rate, it shows the percent of students who are either persisting at IHCC, have transferred to another institution, or have graduated by the beginning of the cohort s second fall semester. This measure includes only full-time regular and transfer students who are underrepresented and were new entering students in the semester noted. As shown below, IHCC s second fall success rate for underrepresented students has varied over the past several years from 61% for the fall 2004 cohort, to 72% for the fall 2008 cohort, and down to 68% for the fall 2012 cohort. The data is shown in comparison to the average for MnSCU two-year institutions. Figure 34 Underrepresented Students: Second Fall Success Rate 80% 70% 60% IHCC MnSCU Colleges Note: 2013 data is not yet available. Table 23 below shows retention, transfer, graduation, and success rates for IHCC underrepresented students in comparison to those rates for MnSCU 2-year colleges. In 2012, IHCC had slightly higher retention, transfer, and success rates than the comparison group. Page 40

41 Table 23 Underrepresented Students: Second Fall Persistence and Completion for First-time Students Cohort Institution # in Cohort Retained Transferred Graduated Success 2008 IHCC % 12.7% 5.6% 72.4% MnSCU 2-year colleges 12, % 10.0% 7.5% 68.4% 2009 IHCC % 11.7% 7.5% 64.3% MnSCU 2-year colleges 17, % 10.1% 7.7% 66.8% 2010 IHCC % 11.9% 5.8% 62.8% MnSCU 2-year colleges 16, % 9.3% 6.8% 64.9% 2011 IHCC % 10.8% 5.9% 64.7% MnSCU 2-year colleges 15, % 8.9% 7.2% 64.5% 2012 IHCC % 12.9% 5.4% 67.9% MnSCU 2-year colleges 14, % 9.4% 7.7% 64.8% Source: Accountability Framework: Persistence and completion, Underrepresented students Note: 2013 data is not yet available. IPEDS Graduation and Transfer-out Rates Graduation and transfer-out rates within three years (150% of normal time to graduate) are calculated based on cohort groups for new first-time full-time degree- and certificate-seeking students who enter IHCC each fall. Data is reported to the US Department of Education Integrated Postsecondary Education Data System (IPEDS) each year, and is part of the Student-Right-to-Know information. Comparison data is provided for similar institutions. See Figure 35 below for a breakdown of this data. Figure 35 IPEDS Graduation and Transfer-out Rates by Cohort using IPEDS Peer Group 35% 35% 30% 40% 30% 33% 29% 11% 17% 15% 16% 22% 19% 15% 21% 17% 19% 16% 18% 17% IHCC Peers IHCC Peers IHCC Peers IHCC Peers IHCC Peers 2005 cohort (2009 Report) 2006 cohort (2010 Report) 2007 cohort (2011 Report) 2008 cohort (2012 Report) 2009 cohort (2013 Report) Graduation Rate Transfer Rate Source: IPEDS Feedback Reports Awards Granted Table 24 shows how many awards were granted each year. The Associate of Arts degree has shown the largest increase in awards granted in the last five years, from 303 in 2010 to 360 in Page 41

42 Table 24 Awards Granted by Type of Degree or Certificate Award Type AA AAS AFA AS Total Degrees Certificates Total Awards Source: Management Reports/Academic/Awards Granted In Table 25 and 26 below, programs and certificates are shown only if they were active as of the first day of FY Table 25 Associate Degrees Granted by Program Program Accounting (AS) Art (AFA) Aviation: Professional 1 1 Biology Building Inspection Technology (AAS) Business Aviation (AS) 0 0 Chemistry Computer Programmer (AAS) Computer Science (AS) Construction Management (AS) Contemporary Business (AS) Contemporary Business Practice (AAS) Criminal Justice (AS) Education Foundations Emergency Health Services (AS) Engineering Fundamentals Exercise Science Human Service Worker (AS) Individualized Professional Studies (AS) Law Enforcement (AS) Legal Administrative Assistant (AS) Liberal Arts and Sciences (AA) Microcomputer Software Support Spec. (AAS) 1 2 Network Technology and Security (AAS) Nursing (AS) Page 42

43 Paralegal (AS) Physical Education (AS) Professional Pilot (AS) Teacher Education (AS) Source: Management Reports/Academic/Awards Granted Table 26 Certificates Granted by Program Program Advanced Network Technology 2 Building Inspection 0 Building Inspection Technology Building Permit Technician Child Care Teacher Community Health Worker 61 Construction Management Customer Service emarketing 1 Human Resource Management Human Services 0 0 Human Services Assistant IP Telephony IT Help Desk Legal Administrative Assistant Marketing and Sales Microsoft IT Professional Network Security 1 Nursing Assistant/Home Health Aide Office Technology 2 1 Paralegal Paramedic Pre CCJLE Professional Writing 2 Project Management Small Business Development Supervision Source: Management Reports/Academic/Awards Granted Page 43

44 Glossary Academic Year starts with the fall semester and ends with the following summer semester. Completion (MnSCU)- Number/percent of the entering cohort of full-time undergraduate regular and transfer students that have graduated or transferred by the end of the third spring after entry at the colleges. Continuing student A continuing student has attempted credits at IHCC previous to the semester of focus. Duplicated Headcount is the sum of the enrollment each semester. If a student is enrolled during two semesters, he or she is counted twice. First generation in general refers to whether a student is the first generation in his or her family to attend college. The federal definition is that neither parent has a bachelor s degree. This is the definition used by the federal government in funding many programs related to higher education; it is also the commonly accepted definition for private foundations and other organizations focused on college access. The Minnesota definition of first generation is that neither parent received any postsecondary education. This definition was established by the Minnesota Legislature and can be found in Laws of Minnesota 2003, Chapter 133, Article 1, Section 3, Subd. 3. This definition is commonly used by MnSCU. Fiscal Year (FY) starts with the summer semester and ends with the following spring semester. It is named for the calendar year in which the fiscal year ends. Full Time Student In fall and spring semesters, full time status is defined as registered for 12 or more credits. In summer semester, full time status is defined as registered for six or more credits. Full-Year Equivalent (FYE) is the number of full-year equivalent students. This is calculated by dividing total student credit hours by the number of credit hours constituting a full load. Graduation Rate - Number of students who have received a degree or certificate divided by total number of students in cohort. MnSCU measures the student s status at the beginning of the term. IPEDS measures graduation as of August 31 three years after the fall entry date. High school non-pseo The student is currently enrolled at both a high school and IHCC (or is homeschooled) and is not part of the PSEO program. An admission status. Hybrid course - A hybrid course is a course that is web-enhanced with limited seat time. A significant portion of the course is delivered via the web. Differs from internet/online courses in that the class does have scheduled meetings beyond initial orientation sessions. Meeting time less than for traditional sections of the course. Also known as a blended or web-enhanced course. This definition will change in FY 2011.

45 IPEDS Integrated Postsecondary Education Data System the primary source for data on colleges, universities, and technical and vocational postsecondary institutions in the United States who participate in the Federal Financial Aid Program. Part of NCES (National Center for Educational Statistics). Low income - For data shown here, low income is defined as Pell eligible. However, there are other definitions of low income that may be used for specific grants or other projects. New student A new student has not attempted credits at IHCC previous to the semester of focus. Online course - An online course is a course that is delivered entirely or predominantly online. Student participation may include synchronous or asynchronous activities which only requires a cohort meeting at the beginning or once during the course. Also known as an internet course. This definition will change in FY Part Time Student - In fall and spring semesters, part time status is defined as registered for less than 12 credits. In summer semester, part time status is defined as registered for less than six credits. Pell eligible The student is eligible to receive a Pell grant, a type of federal grant targeted toward students from low income families. Pell eligibility is often used to indicate that the student is from a low-income family. Persistence and Completion (MnSCU) Full-time regular and transfer students who have been retained, graduated or transferred by the second fall term following original fall enrollment. Calculated as a percentage for Strategic Framework Performance Metrics. PSEO student A PSEO student is a high school junior or senior enrolled at IHCC through the Post-Secondary Enrollment Options (PSEO) program. PSEO is a statewide program through which high achieving high school students receive both high school and college credit for courses completed at colleges. Retention Rate - Number of students who registered for a semester divided by total number of students in cohort. This refers to the student s status at the beginning of the term for the MnSCU Accountability Dashboard. Success Rate The sum of the number of students in the entering cohort who have graduated, transferred, or are retained at the college during the specified term. On bar graphs, the difference between 100% and the sum of the retained, graduated, and transferred percentages represents the students who were neither retained, transferred, nor graduated. This refers to the student s status at the beginning of the term for the MnSCU Accountability Dashboard. Page 45

46 Traditional course - A traditional course is course in which all instruction is face to face in a classroom setting. The internet and/or the instructional management system (D2L) might be required for components of the course (e.g. grades, assignments, homework). Also known as a classroom course. Transfer Rate Number of students who enrolled at another post-secondary institution divided by total number of students in cohort. The MnSCU Accountability Dashboard measures the student s status at the beginning of the term. IPEDS measures transfer as of August 31 three years after the fall entry date. Undergrad previous degree- Student has earned a previous post-secondary degree of any type. Undergrad regular First-time student, or a student who has not attended college previously. Undergrad transfer Student has completed coursework at other postsecondary institutions previously. Undergrad unclassified Non-degree-seeking student. Student can register for a maximum of six credits each semester. Underrepresented - A student is considered underrepresented if he or she fits into at least one of the following categories: (1) student of color; (2) low income; or (3) first generation. Because there are two definitions of first generation, there are two definitions of underrepresented. By definition, the underrepresented students using the MnSCU definition of first generation will always be smaller than when the federal definition of first generation is used. For data shown here, low income is defined as Pell eligible. However, there are other definitions of low income that may be used for specific grants or other projects. Unduplicated Headcount is a count of how many different individual students were enrolled at the college over the course of the year. Each student is counted once. Page 46

47 Useful Links to Data Sources The MnSCU Accountability Dashboard site, which provides data on the measures currently being tracked by MnSCU for all Colleges and Universities. Also provides links to other dashboard tools (Composite Financial Index, Enrollment, Facilities Condition Index, Licensure Exams Pass rate, Student Persistence and Completion, and Tuition and fees. (Note: Some data requires a password, and some is public.) Integrated Postsecondary Education Data System. All institutions whose students receive Federal Financial Aid are required to participate. There is a large amount of public information available on the site. College Navigator provides an easy way to find programs and other college data. Management Reports from MnSCU. Aggregated Information by institution or for System in the categories of Academic, Admission, Custom Training, Distance Learning, Enrollment, Facilities, Finance, HR, and Students. Page 47