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

FACT BOOK 2012-14

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) 2012. As of FY 2011, MnSCU management reports are used when available and appropriate. This will be noted as a source Page 2

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

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 2013... 8 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... 10 Credit Enrollment by Semester... 10 Enrollment by Level College Level and Developmental Courses... 11 Online Credit Course Offerings and Enrollment... 12 Number of Sections and Credits Offered by Media Type... 12 Seats Sold by Type of Course each Fiscal Year... 14 FYE by Media Code... 16 Enrollment in Online and Hybrid Courses by Semester... 16 Prior Learning Assessment (PLA)... 17 Students by Major... 18 Student Profile Credit Students... 21 New and Continuing Students... 21 Full-Time and Part-Time Status Trends across Time... 21 Gender... 22 Race/ethnicity... 22 Age... 24 Disability Status... 26 Veterans... 27 Low Income Status/Pell Eligibility... 27 Page 4

First Generation Status... 28 Underrepresented Status... 29 Average Credit Load by Semester... 30 Admission Status... 31 Student Residence... 33 Top Feeder High Schools... 34 Student Engagement and Satisfaction... 36 Community College Survey of Student Engagement... 36 Statistically Significant Results... 37 Student Satisfaction Inventory... 37 Overall Satisfaction... 37 Areas for Celebration... 38 Areas for Focus... 38 Student Outcomes... 38 Retention, Transfer, and Graduation MnSCU Accountability Dashboard... 38 Average Retention, Transfer, Graduation, and Success Rates... 39 Changes over Time Status at Third Spring... 40 Second Fall Persistence and Completion Rates MnSCU Accountability Dashboard... 40 IPEDS Graduation and Transfer-out Rates... 41 Awards Granted... 41 Glossary... 44 Useful Links to Data Sources... 47 Page 5

Index of Tables Table 1 Credit Enrollment by Semester... 11 Table 2 Seats Sold Face-to-face... 15 Table 3 Seats Sold Online... 15 Table 4 Seats Sold Blended/hybrid... 16 Table 5 Enrollment in Online and Hybrid Courses... 17 Table 6 Majors by Fiscal Year... 19 Table 7 Number of Students by Gender... 22 Table 8 Number of Students of Color, White Students, and Students with Unknown Race/ethnicity... 23 Table 9 Number of students by Race/ethnicity... 24 Table 10 Number of Traditional and Non-traditional Students... 25 Table 11 Percentage of Students by Age Range... 26 Table 12 Number of Students by Age Range... 26 Table 13 Enrollment by Pell Eligibility... 28 Table 14 First Generation Status by Federal Definition: Neither Parent Has a Bachelor s Degree... 29 Table 15 First Generation Status by MN Definition: Neither Parent Attended any College... 29 Table 16 Underrepresented Students... 30 Table 17 Enrollment by Admission Status... 32 Table 18 Average Credit Load by Admission Status... 33 Table 19 Enrollment by City of Student Residence... 33 Table 20 New First-time Students Top Feeder High Schools... 35 Table 21 New PSEO Students Top Feeder High Schools... 36 Table 22 New Full-time Regular and Transfer Students... 39 Table 23 Underrepresented Students: Second Fall Persistence and Completion for First-time Students. 41 Table 24 Awards Granted by Type of Degree or Certificate... 42 Table 25 Associate Degrees Granted by Program... 42 Table 26 Certificates Granted by Program... 43 Page 6

Index of Figures Figure 1 For-Credit Enrollment by AY: Headcount... 9 Figure 2 Credit Enrollment and FYE by Fiscal Year... 10 Figure 3 Noncredit Enrollment by Fiscal Year... 10 Figure 4 Seats Sold - College Level Courses... 11 Figure 5 Seats Sold-Developmental Classes... 12 Figure 6 FYE College Level vs. Developmental... 12 Figure 7 Number of Courses Offered by Media Type... 13 Figure 8 Percentage of Class Sections by Media Type... 13 Figure 9 Percentage of Credits Offered Face-to-face... 14 Figure 10 Percentage of Credits Offered Online... 14 Figure 11 Percentage of Credits Offered Blended/hybrid... 14 Figure 12 FYE by Media Code... 16 Figure 13 PLA Credits Attempted/earned... 18 Figure 14 Headcount and Average PLA Credits Earned per Student Attempting Credit... 18 Figure 15 New and Continuing Students... 21 Figure 16 Comparison of Full-time and Part-time Credit Students... 21 Figure 17 Students by Gender (%)... 22 Figure 18 Enrollment of Students of Color, White Students, and Students with Unknown Race/ethnicity... 23 Figure 19 Percentage of Students by Race/ethnicity... 24 Figure 20 Percentage of Traditional and Non-traditional Students... 25 Figure 21 FY 2014 Students by Age Range... 25 Figure 22 Students with Disabilities... 27 Figure 23 Number of Veterans Enrolled... 27 Figure 24 Enrollment by Pell Eligibility... 28 Figure 25 Comparison of First Generation Students by Federal and MN Definition... 28 Figure 26 Underrepresented Status... 30 Figure 27 Average Credit Load Summer Semesters... 30 Figure 28 Average Credit Load Fall Semesters... 31 Figure 29 Average Credit Load Spring Semesters... 31 Figure 30 Percentage of Enrollment by Admission Status... 32 Figure 31 Comparison of Benchmark Areas... 37 Figure 32 SSI Overall Satisfaction Means... 38 Figure 33 Average Retention, Transfer, Graduation, and Success Rates... 39 Figure 34 Underrepresented Students: Second Fall Success Rate... 40 Figure 35 IPEDS Graduation and Transfer-out Rates by Cohort using IPEDS Peer Group... 41

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: 803 73% 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: https://www.inverhills.edu/about/pdfs/ihccorgchar 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.

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 15239 15442 14823 14405 14049 9407 9400 9028 8896 8507 AY 09-10 AY 10-11 AY 11-12 AY 12-13 AY 13-14 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.

Figure 2 Credit Enrollment and FYE by Fiscal Year 18063 18480 17999 17565 16585 9760 9850 9200 8975 8548 4284 4328 4155 4049 3944 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 8525 4467 5181 4538 4428 6889 4239 4954 4334 4307 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

Table 1 Credit Enrollment by Semester Semester Full Time Part Time Total Unduplicated Headcount Seats Sold Summer 2009 953 1,949 2,902 4,292 Fall 2009 2,540 3,670 6,210 18,594 Spring 2010 2,315 3,905 6,220 18,471 Summer 2010 1,003 1,806 2,809 4,383 Fall 2010 2,504 3,866 6,370 12,347 Spring 2011 2,193 4,074 6,267 11,748 Summer 2011 1,096 1,709 2,805 5,207 Fall 2011 2,230 3,865 6,095 18,874 Spring 2012 2,043 4,026 6,069 17,902 Summer 2012 979 1,680 2,659 4,110 Fall 2012 2,149 3,921 6,070 17,820 Spring 2013 1,926 3,954 5,880 17,630 Summer 2013 963 1,492 2,455 3,815 Fall 2013 2,100 3,815 5,815 16,754 Spring 2014 1,861 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 37941 37940 35950 34888 33742 Source: Management Reports/Academic/Class size by level Page 11

Figure 5 Seats Sold-Developmental Classes 3699 3416 3478 3445 2911 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

Figure 7 Number of Courses Offered by Media Type 51 96 105 140 166 332 353 344 360 373 1652 1614 1599 1546 1400 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

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% 2003 2004 2005 2006 2007 2008 2009 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% 2003 2004 2005 2006 2007 2008 2009 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% 2003 2004 2005 2006 2007 2008 2009 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 2014. 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

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 2004 1664 97.65% 4914 30469 96.94% 2005 1546 93.08% 4591 29644 92.02% 2006 1657 92.73% 4918 28012 89.01% 2007 1630 88.73% 4852 28017 83.31% 2008 1664 85.82% 4915 27854 78.95% 2009 1647 81.13% 4919 26314 72.38% 2010 1652 78.63% 4841 28912 70.30% 2011 1614 78.24% 4778 29154 69.91% 2012 1599 76.18% 4878 26853 66.91% 2013 1546 74.15% 4723 25616 64.75% 2014 1400 72.58% 4351 22817 62.27% 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 2004 32 1.88% 95 769 2.45% 2005 69 4.15% 196 1574 4.89% 2006 87 4.87% 268 2381 7.57% 2007 175 9.53% 511 4786 14.23% 2008 245 12.64% 745 6759 19.16% 2009 332 16.35% 1020 8770 24.12% 2010 353 16.80% 1079 9771 23.76% 2011 344 16.67% 1055 9849 23.62% 2012 360 17.15% 1102 10127 25.23% 2013 373 17.89% 1143 10282 25.99% 2014 364 18.87% 1132 10155 27.72% Source: Operational data Page 15

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 2004 8 0.47% 27 193 0.61% 2005 46 2.77% 148 996 3.09% 2006 43 2.41% 136 1078 3.43% 2007 32 1.74% 110 827 2.46% 2008 30 1.55% 99 669 1.90% 2009 51 2.51% 179 1269 3.49% 2010 96 4.57% 339 2443 5.94% 2011 105 5.09% 357 2698 6.47% 2012 140 6.67% 472 3153 7.86% 2013 166 7.96% 581 3662 9.26% 2014 165 8.55% 562 3668 10.01% 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 3006 3014 2736 2562 2472 1000 1011 1045 1059 1054 278 301 359 428 416 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

Table 5 Enrollment in Online and Hybrid Courses Unduplicated Headcount Seats Sold Semester Online Hybrid Online Hybrid Summer 2009 1365 154 1774 165 Fall 2009 2320 1094 3778 1214 Spring 2010 2579 932 4219 1064 Summer 2010 1383 146 1902 148 Fall 2010 2318 1258 3743 1433 Spring 2011 2600 1012 4204 1117 Summer 2011 1423 223 1977 235 Fall 2011 2300 1199 3810 1402 Spring 2012 2587 1250 4340 1516 Summer 2012 1472 361 2037 389 Fall 2012 2360 1645 3998 1988 Spring 2013 2545 1150 4247 1285 Summer 2013 1390 360 1991 388 Fall 2013 2306 1355 3985 1615 Spring 2014 2365 1392 4179 1665 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

Figure 13 PLA Credits Attempted/earned 3500 3000 2500 2000 1500 1000 500 0 2001 2002 2003 2004 2005 2006 2007 2008 2009 PLA CREDITS EARNED 409 536 723 732 697 803 525 763 811 1129 1375 2116 2541 2307 PLA CREDITS ATTEMPTED 420 542 736 789 744 846 587 820 863 1282 1543 2407 2947 2781 The number of students who earn PLA credit has increased by 124% since 2005. The average number of PLA credits earned by a PLA student has increased by 48% since 2005. See Figure 14 below. Figure 14 Headcount and Average PLA Credits Earned per Student Attempting Credit Headcount and Average PLA Credits Earned Per Student 286 285 282 196 126 141 95 118 129 163 5.54 5.72 5.58 6.46 6.29 6.83 6.77 7.4 8.92 8.18 2005 2006 2007 2008 2009 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

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) 1545 1437 1418 1461 1165 Accounting 196 209 200 207 176 Advanced Network Security 11 9 5 9 5 Advanced Network Technology 4 7 11 5 7 Art 75 87 103 127 94 Biology 18 117 154 182 159 Building Inspection 34 25 9 2 Building Inspection Technology 6 4 5 2 1 Building Inspection Technology 8 1 2 1 CORE Building Permit Technician 3 1 2 Business Aviation 25 7 2 1 Chemistry 11 48 55 64 Child Care Teacher 50 30 28 19 34 China Studies 1 2 1 1 Community Health Worker 42 8 1 7 4 Computer Programmer 38 31 34 34 56 Computer Science 106 110 104 92 66 Construction Management 54 55 48 37 51 Construction Management 11 9 7 5 5 Certificate Contemporary Business 409 415 376 396 433 Contemporary Business Practice 98 96 100 122 97 Credit for Prior Learning 4 2 1 1 Criminal Justice 230 277 271 288 233 Criminal Justice Certificate 37 33 30 30 27 Customer Service 7 1 4 3 3 Education Foundations 63 118 146 152 175 emarketing 1 2 Emergency Health Services 47 42 49 47 51 Engineering Fundamentals 71 131 162 Exercise Science 16 50 46 Human Resource Management 46 33 38 52 46 Human Service Worker 236 266 282 256 263 Human Services Assistant 13 15 18 14 18 I.T. Help Desk 6 8 11 12 7 Page 19

Individualized Professional 164 221 259 299 256 Studies Information Technology Support 10 20 26 34 41 Innovative Technology and 1 1 2 1 1 Instruction International Business 9 IP Telephony 5 7 3 5 Law Enforcement 357 347 286 271 237 Legal Administrative Assistant 32 34 32 18 21 Legal Administrative Assistant 14 10 8 9 3 Cert Liberal Arts 2497 2570 2504 2297 2102 Marketing and Sales 56 45 36 37 23 Microsoft Certified IT 1 3 6 6 Professional Minnesota Transfer Curriculum 142 106 87 111 113 Network Technology and 143 166 150 161 144 Security Nursing 380 325 300 227 185 Nursing Assistant 63 60 50 55 62 Office Technology 6 9 6 4 2 Paralegal 363 354 310 259 264 Paralegal Certificate 150 133 147 129 114 Paramedic Certificate 35 19 20 27 38 Physical Education 53 46 33 35 25 Professional Pilot 39 13 2 1 Professional Writing 11 8 8 11 5 Project Management 23 11 14 18 16 seeking admission to Acc NUR- 42 42 26 47 37 Param Track seeking admission to Acc NURS- 153 101 74 66 70 LPN track seeking admission to Nursing 1096 1050 913 908 964 seeking admission to the EMS 231 238 232 218 243 program Small Business Development 24 23 30 15 18 Supervision 7 8 14 7 7 Teach English for Speakers of 3 1 1 1 Other Lang Theatre 4 Undecided about which degree 1384 1404 1364 1519 1747 to pursue Urban Teacher Program 34 11 8 4 1 Source: Operational Data. ST_TERM_DATA, final records. Page 20

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

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 5618 5699 5344 5229 5035 Male 3796 4009 3606 3660 3423 Gender blank 346 167 80 86 90 Total 9760 9875 9030 8975 8548 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

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 1880 2115 2502 2486 2433 White Students 7263 7089 6242 6238 5758 Nonresident alien 53 47 56 39 316 Unknown or not reported 564 624 248 211 41 Total 9760 9850 9048 8974 8548 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 2013. Page 23

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 53 47 56 39 41 Unknown or not reported 564 624 248 212 316 Black/ African American 961 1033 907 915 867 Asian 471 542 436 447 438 White 7263 7089 6242 6238 5758 Hispanic/ Latino 329 399 712 681 695 American Indian/ Alaska Native 87 111 56 59 41 Native Hawaiian/ Pacific Islander 32 30 8 12 15 Two or more races* 383 372 377 Total 9760 9875 9048 8975 8548 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

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 2014. Figure 20 Percentage of Traditional and Non-traditional Students 60% 50% 40% 30% 20% 10% 17 and younger 18-25 26 and older Uncoded 0% Table 10 Number of Traditional and Non-traditional Students 17 and younger 842 957 544 557 675 18-25 5137 5166 4871 4923 4658 26 and older 3654 3678 3582 3467 3171 Not reported 127 69 51 28 44 Total 9760 9870 9048 8975 8548 Source: Management Reports/Students/Students by Age Figure 21 FY 2014 Students by Age Range 17 and younger 18-21 22-25 26-30 31-35 36-40 41-45 46-50 51-55 56-60 61-70 71 and older Not reported 5% 4% 3% 2% 1% 0% 0% 1% 8% 9% 14% 18% 36% Page 25

Table 11 Percentage of Students by Age Range Age 17 and younger 9% 10% 6% 6% 8% 18-21 34% 34% 35% 35% 36% 22-25 18% 18% 19% 19% 18% 26-30 14% 15% 15% 15% 14% 31-35 8% 8% 9% 9% 9% 36-40 5% 5% 5% 5% 5% 41-45 4% 4% 4% 4% 4% 46-50 3% 3% 3% 3% 3% 51-55 2% 2% 2% 2% 2% 56-60 1% 1% 1% 1% 1% 61-70 0% 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 842 957 544 557 675 18-21 3360 3350 3156 3185 3097 22-25 1777 1816 1715 1738 1561 26-30 1378 1462 1370 1332 1184 31-35 737 767 805 802 760 36-40 524 502 479 469 420 41-45 428 413 390 349 323 46-50 341 303 302 266 236 51-55 162 151 144 146 158 56-60 62 55 59 64 49 61-70 19 25 28 33 32 71 and older 3 0 5 6 9 Not reported 127 69 51 28 44 Total 9760 9870 9048 8975 8548 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 2014. 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

Figure 22 Students with Disabilities 183 216 205 242 230 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 2012. 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 324 318 263 264 281 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 2005. 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

Figure 24 Enrollment by Pell Eligibility 50% 57% 60% 62% 60% Table 13 Enrollment by Pell Eligibility Pell eligible 2174 2792 3017 3156 3033 Not Pell eligible 2184 2092 2030 1947 2008 Status unknown 4986 4602 3983 3872 3506 Total 9344 9486 9030 8975 8547 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 600-700 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

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 5245 5330 5003 4930 4611 Not first generation 3599 3569 3315 3338 3223 Status unknown 918 976 712 707 713 Total 9762 9875 9030 8975 8547 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 1767 1892 1827 1806 1712 Not first generation 7196 7131 6605 6560 6222 Status unknown 799 852 598 609 613 Total 9762 9875 9030 8975 8547 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

Figure 26 Underrepresented Status 75% 77% 78% 79% 79% 25% 23% 22% 21% 21% %Underrepresented %Not Underrep Table 16 Underrepresented Students Underrepresented 4492 4955 4820 4884 4714 Not underrepresented 1529 1459 1378 1319 1232 Status unknown 3741 3461 2832 2772 2601 Total 9762 9875 9030 8975 8547 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 27-29. Figure 27 Average Credit Load Summer Semesters 7.4 7.5 7.5 7.6 7.7 FULL-TIME 3.4 3.5 3.4 3.5 3.4 PART-TIME SUMMER 2009 SUMMER 2010 SUMMER 2011 SUMMER 2012 SUMMER 2013 Page 30

Figure 28 Average Credit Load Fall Semesters 13.6 13.4 13.4 13.5 13.7 6.5 6.6 6.7 6.7 6.8 FULL-TIME PART-TIME FALL 2009 FALL 2010 FALL 2011 FALL 2012 FALL 2013 Figure 29 Average Credit Load Spring Semesters 13.5 13.5 13.6 13.6 13.7 6.3 6.4 6.5 6.6 6.7 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

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 3737 3686 3399 3207 2936 Undergrad transfer 3017 3258 3216 3282 3269 Undergrad previous 354 341 311 287 258 degree PSEO 302 383 376 486 651 High School Non- 81 86 85 56 23 PSEO Undergrad 2271 2121 1641 1656 1406 unclassified (limited) Specialist 0 0 0 1 0 Uncoded 0 0 2 0 4 Total 9762 9875 9030 8975 8547 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

Table 18 Average Credit Load by Admission Status Undergrad regular 9.33 9.36 9.22 9.22 9.43 Undergrad transfer 8.74 8.58 8.63 8.77 8.86 Undergrad previous 6.78 6.48 6.31 6.63 6.86 degree PSEO 9.89 10.04 10.87 9.36 7.71 High School Non- 5.8 2.88 3.27 3.95 4.55 PSEO Undergrad 4.44 4.42 4.6 4.49 4.63 unclassified (limited) Average for all types 8.16 8.13 8.29 8.27 8.39 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 761 818 743 716 679 Inver Grove Heights 541 590 555 536 530 Eagan 573 589 544 559 500 Cottage Grove 389 423 410 430 391 Apple Valley 325 325 308 276 376 Woodbury 267 262 259 282 275 Farmington 289 275 277 273 264 Hastings 321 331 267 260 259 South Saint Paul 283 319 301 275 246 Rosemount 275 277 231 249 245 West Saint Paul 222 219 220 239 233 Burnsville 258 267 241 227 211 Minneapolis 189 181 196 160 154 Lakeville 184 175 151 167 150 Mendota Heights 81 80 78 78 70 Bloomington 69 71 59 66 64 Saint Paul Park 68 62 83 71 61 Maplewood 54 66 59 71 53 Northfield 50 42 44 55 53 Cannon Falls 59 55 67 56 52 Oakdale 57 69 56 51 43 Savage 33 30 45 48 36 Newport 30 35 34 39 35 Shakopee 18 24 27 35 35 Page 33

Faribault 8 8 8 42 32 Red Wing 22 21 23 31 32 Prior Lake 19 26 38 37 30 Richfield 33 28 31 23 28 Stillwater 23 20 23 38 26 Prescott 26 24 27 26 24 Hudson 15 19 24 26 24 Hampton 26 22 17 20 22 Bayport 3 23 24 20 Roseville 27 25 31 26 16 White Bear Lake 30 24 16 13 15 Brooklyn Park 11 12 12 10 12 Lakeland 9 8 5 9 12 Lake Elmo 9 15 7 13 11 Eden Prairie 14 21 18 12 11 Rochester 10 13 8 11 11 Saint Louis Park 14 14 9 14 10 River Falls 10 8 12 11 10 Plymouth 8 9 6 11 9 Shoreview 13 8 8 10 8 North Saint Paul 7 7 5 9 7 Elko 13 7 6 7 7 Randolph 3 2 6 11 6 Forest Lake 9 5 8 10 6 Ellsworth 6 8 8 8 4 Hugo 10 6 9 7 3 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

Table 20 New First-time Students Top Feeder High Schools Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Park High School 63 78 50 77 61 Farmington Senior High School 42 27 33 43 41 Rosemount High School 58 50 47 37 41 Henry Sibley High School 48 53 40 50 36 Hastings High School 64 50 38 35 36 Eagan High School 43 37 26 45 35 South Saint Paul High School 26 44 35 32 33 Simley Senior High School 41 54 53 41 31 Eastview High School 25 23 18 27 28 Woodbury High School 28 24 20 16 22 East Ridge High School 21 23 19 Apple Valley High School 27 11 24 14 17 Other - Home School 6 6 6 6 17 Burnsville Senior High School 21 25 20 21 16 School Of Environmental Study 9 6 12 11 14 Tartan Senior High School 7 13 4 6 13 Lakeville North High School 14 10 9 10 11 Northfield High School 3 4 9 9 8 Lakeville South High School 8 6 7 7 8 Stillwater Area Senior Hs 6 3 5 5 7 Cretin-Derham Hall 7 2 2 4 7 Guadalupe Alternative Programs 2 6 2 4 7 Other Minnesota 7 12 8 4 7 Cannon Falls Jr-Sr High School 6 5 7 6 6 Humboldt Senior High School 5 2 5 5 4 Como Park Senior High School 7 10 3 7 3 Other - State Unknown 5 2 2 6 3 Prescott High School 1 5 6 5 3 Red Wing High School 2 3 4 3 Prescott High School 63 78 50 77 3 Saint Croix Lutheran High School 3 6 6 7 2 Highland Park Senior High School 4 3 10 8 1 John A Johnson High School 5 6 3 4 1 Saint Agnes High School 10 4 3 4 1 Richfield Senior High School 4 1 3 4 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

Table 21 New PSEO Students Top Feeder High Schools High School Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Rosemount High School 10 11 9 10 77 Simley Senior High School 14 24 21 19 59 South Saint Paul High School 5 11 4 5 26 Park High School 19 14 36 27 21 Hastings High School 22 16 14 19 17 Randolph High School 2 1 11 15 Eagan High School 10 6 7 11 14 Eastview High School 14 23 11 9 14 East Ridge High School 10 10 16 13 Farmington Senior High School 9 19 22 8 12 Henry Sibley High School 10 9 12 12 10 Woodbury High School 2 3 2 6 6 Cannon Falls Jr-Sr High School 16 5 5 6 4 Apple Valley High School 1 3 3 4 3 School Of Environmental Study 3 1 3 3 Highland Park Senior High School 1 3 1 1 3 Lakeville South High School 3 3 6 3 2 Mts Minnesota Connections Academy 1 7 4 1 2 Tartan Senior High School 1 2 Arcadia Charter School 1 2 5 1 Lakeville North High School 1 1 2 4 1 Stillwater Area Senior Hs 1 1 4 1 Red Wing High School 2 1 Minnesota Virtual High School 1 1 1 Other Minnesota 2 1 1 1 1 Minnesota Online High School 1 Mn Virtual Academy High School 2 1 1 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 2009. 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

Figure 31 Comparison of Benchmark Areas 56 54 Score 52 50 48 46 2009 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 2011. 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 2006. 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

Figure 32 SSI Overall Satisfaction Means 7 6 5 4 3 2 2010 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

Table 22 New Full-time Regular and Transfer Students Cohort # in Cohort Measure First Spring Second Fall Second Spring Third Fall Third Spring 2009 1068 % 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% 2010 1023 % 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% 2011 905 % 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% 2012 808 % 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

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% 2008 2009 2010 2011 2012 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

Table 23 Underrepresented Students: Second Fall Persistence and Completion for First-time Students Cohort Institution # in Cohort Retained Transferred Graduated Success 2008 IHCC 377 54.1% 12.7% 5.6% 72.4% MnSCU 2-year colleges 12,646 51.0% 10.0% 7.5% 68.4% 2009 IHCC 574 45.1% 11.7% 7.5% 64.3% MnSCU 2-year colleges 17,121 48.9% 10.1% 7.7% 66.8% 2010 IHCC 607 45.1% 11.9% 5.8% 62.8% MnSCU 2-year colleges 16,744 48.8% 9.3% 6.8% 64.9% 2011 IHCC 546 48.0% 10.8% 5.9% 64.7% MnSCU 2-year colleges 15,069 48.5% 8.9% 7.2% 64.5% 2012 IHCC 464 49.6% 12.9% 5.4% 67.9% MnSCU 2-year colleges 14,665 47.7% 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 2014. Page 41

Table 24 Awards Granted by Type of Degree or Certificate Award Type AA 303 325 336 335 360 AAS 25 28 28 29 20 AFA 2 8 6 6 2 AS 326 338 369 365 356 Total Degrees 656 699 739 735 738 Certificates 385 270 236 236 161 Total Awards 1041 969 975 971 899 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 2011. Table 25 Associate Degrees Granted by Program Program Accounting (AS) 1 11 7 20 33 Art (AFA) 2 8 6 6 2 Aviation: Professional 1 1 Biology 4 1 3 Building Inspection Technology (AAS) 5 1 3 2 Business Aviation (AS) 0 0 Chemistry 3 4 2 Computer Programmer (AAS) 1 0 1 Computer Science (AS) 1 3 1 1 Construction Management (AS) 2 3 2 0 4 Contemporary Business (AS) 34 33 29 25 28 Contemporary Business Practice (AAS) 8 5 6 5 5 Criminal Justice (AS) 10 27 20 33 32 Education Foundations 4 14 8 Emergency Health Services (AS) 8 12 21 18 10 Engineering Fundamentals 8 0 9 Exercise Science 3 4 3 Human Service Worker (AS) 20 21 21 29 20 Individualized Professional Studies (AS) 23 32 53 45 55 Law Enforcement (AS) 37 34 33 49 35 Legal Administrative Assistant (AS) 1 4 2 2 2 Liberal Arts and Sciences (AA) 303 325 336 334 360 Microcomputer Software Support Spec. (AAS) 1 2 Network Technology and Security (AAS) 11 22 18 19 15 Nursing (AS) 140 103 113 78 83 Page 42

Paralegal (AS) 41 46 45 38 31 Physical Education (AS) 4 2 0 1 1 Professional Pilot (AS) 1 0 0 Teacher Education (AS) 3 2 2 0 33 Source: Management Reports/Academic/Awards Granted Table 26 Certificates Granted by Program Program Advanced Network Technology 2 Building Inspection 0 Building Inspection Technology 4 1 2 1 Building Permit Technician 1 0 0 Child Care Teacher 7 4 2 0 1 Community Health Worker 61 Construction Management 5 2 1 1 Customer Service 2 1 3 1 emarketing 1 Human Resource Management 15 12 12 7 7 Human Services 0 0 Human Services Assistant 2 1 1 1 2 IP Telephony 1 3 1 IT Help Desk 1 2 2 3 2 Legal Administrative Assistant 2 2 1 Marketing and Sales 1 3 1 1 Microsoft IT Professional 1 1 1 Network Security 1 Nursing Assistant/Home Health Aide 210 187 144 157 90 Office Technology 2 1 Paralegal 41 25 33 33 34 Paramedic 18 9 10 14 14 Pre CCJLE 1 5 6 1 3 Professional Writing 2 Project Management 8 2 1 5 Small Business Development 2 5 0 2 Supervision 5 6 10 6 1 Source: Management Reports/Academic/Awards Granted Page 43

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.

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). http://nces.ed.gov/ipeds/about/ 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 2011. 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. http://www.mnscu.edu/admissions/pseo.html 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. http://www.mnscu.edu/board/accountability/index.html 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

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

Useful Links to Data Sources http://www.mnscu.edu/board/accountability/index.html 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.) http://nces.ed.gov/ipeds/about/ 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. http://nces.ed.gov/collegenavigator/ College Navigator provides an easy way to find programs and other college data. http://www.its.mnscu.edu/reportanddataservices/managementreports/academicreports.php 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