FIU’s Biscayne Bay Campus: Future Prospects and Challenges July 2017
Dr. Howard A. Frank, Director Dr. Maria Ilcheva, Research Scientist Dulce Boza, Ph.D. Candidate, Research Assistant Camila Cristo, B.A., Research Assistant
Executive Summary and Recommendations The precipitous decline of enrollment at Biscayne Bay Campus (BBC) since 2005 reflects a myriad of factors. Internally, decision-makers at FIU have focused on a “One FIU” marketing strategy that fails to differentiate FIU’s Modesto Maidique Campus (MMC) from BBC, thus diminishing the intimacy and collegiality that are traditional strengths of “best practice” branch campuses. Degree programs have “come and gone” at BBC, with apparent disregard for impact on enrollment. Programmatic initiatives have been implemented but given little time to take root and produce results. Senior BBC management is not consulted on critical enrollment management issues, leading to unplanned registration bottlenecks that contribute to an enrollment death spiral. Recent findings from Analysis and Information Management regarding majors of interest for incoming students indicate a mismatch of need and interest due to elimination or reduction of offerings in “large n” majors such as psychology, criminal justice, and business. Externally, some demographic trends may not augur for enrollment growth. The five- and ten-mile area surrounding BBC has become older over time. Earning dynamics show a growth at the income tails, with a decrease in the lower-middle income earners associated with FIU attendance. However, there are almost 200,000 persons with only Associate’s degree or lower in the five-mile area, as well as almost 170,000 persons aged under 35. Prior planning efforts for the campus have been thought pieces, with little empirical evidence on alternative campus futures. These plans typically proposed new academic degrees or emphases, but failed to provide empirical evidence of their rollout costs or long-term sustainability. The one empirically-based analysis of BBC, the PKF assessment (2008), foreshadows some of our findings when it concluded that BBC’s catchment area lacks economic and demographic generators for a mid-market onsite hotel. Some of the data in the Metropolitan Center’s demographic assessment confirm that observation. Recruitment to BBC may be hindered by too infrequent or poorly focused outreach efforts to high schools. FIU recruiters’ follow-up with students or high school counselors after initial visits is limited. The material and message of most recruitment is focused on a general “sales pitch” rather than specific degree programs and their value in the marketplace. Some interviewees from within the FIU community expressed the sentiment that FIU has become accustomed to enrollment based on Miami-Dade Public Schools and Miami-Dade College production, with limited concern or ability to recruit out-of-market. Contemplating BBC’s future raises a critical design question: How can (or should) BBC’s face-to-face enrollment increase when the University’s strategic plan calls for increasing online and hybrid offerings? A related question is how BBC might benefit from the adoption of hybrid offerings where it is the “home base,” per the recently reconstituted Health Services Administration programs. Discussion of enrollment management leads to another important finding. Prior plans raised the issue of greater administrative autonomy for BBC, with the assumption it would lead to greater resources and entrepreneurial, market-oriented decision-making. Our interviews and analysis suggest a more pressing need is greater consultation between BBC and MMC on course scheduling. This finding also requires a concrete definition of “course offering.” Some define this loosely, as an instance of course in PantherSoft. Others see “course offering” in the context of matriculation need by time and semester for given majors. This ambiguity hurts long-term scheduling at BBC and may contribute to its enrollment decline.
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What “design principles” should FIU’s administration consider in BBC’s Future? We posit the following seven building blocks: 1. Begin to Differentiate MMC and BBC. The “One FIU” Model leads to dashed expectations among a number of stakeholders, especially students. Best practice for branch campuses puts their intimate surroundings and programmatic focus to use in marketing. Failure to differentiate BBC may limit overall FIU enrollment. This is the central design issue from which all others follow. 2. Demographics and Labor Markets Point to BBC as an Upper-Division Hub. Two demographic trends in BBC’s 5- and 10-mile radius support this assertion: Growth in the 25-34 age brackets, accompanied by significant increases in those with some college or an associate’s degree. Employment in the catchment areas points to business and education as important majors (along with hospitality) in any redesign. 3. FIU Needs to Intensify Recruitment Outside its Traditional Dade “Wheelhouse.” Our work points to superficial “one size fits all” recruitment that fails to showcase FIU’s programmatic strengths among different audiences. Recruitment is a “relationship game” and we need to build better bridges to high schools and state colleges. Many potential FIU applicants are overwhelmed by the application and financial aid processes; facilitating these points of entry is integral to student and institutional relationships. 4. BBC’s Performance Metrics should Move beyond FTE Generation. Many of our respondents felt BBC’s future should include repurposing. This might include serving as an “Arts and Entertainment” center, or a business incubator. These alternatives entail further market analysis. Nonetheless, repositioning the campus as a community magnet was a frequent mention of interviewees. In terms of FIU’s overall metrics, this repurposing suggests auxiliary income and patents as desired outcomes in BBC’s future. 5. Pride in Place is an Enormous BBC Asset. Administrators and students at BBC have a palpable love for their academic home and scenic, “laid back” environment. This energy should be put to good use in recruitment and retention. 6. “Fixing” Enrollment Management is More Important than Greater Administrative Autonomy. Speaking of greater administrative autonomy before defining the campus’ purpose is premature. More importantly, our findings suggest university leadership has to establish a coordinated enrollment management strategy for BBC, especially with regard to lower division offerings. This task will be simplified with greater programmatic focus at the upper division, and greater respect for BBC leadership input in course offerings. 7. Reverse the Course. BBC has become a “revolving door” campus for program placement. The reconstituted health services programs are an example; these were once part of the School of Policy and Management that was headquartered at BBC 15 years ago. FIU leadership may be inconsistent and not allow initiatives to take root. Or it may have allowed significant FTE generating programs to leave for MMC. Either way, strategic thinking requires strategic management, and 3-5 years for reality testing. BBC’s underutilization, especially in the context of FIU’s overall growth and opportunity in the surrounding area, is not merely a product of external structural factors, but can be linked to the university’s decision-averse process of path dependence and “benign neglect” towards its northern campus. While the status quo may be the easiest path to follow in terms of resource allocation and minimal change, inaction has short- and long-term opportunity costs. The two other alternatives that emerged in the research process and could lead to BBC’s future sustainability include developing BBC as FIU’s Biscayne Bay Campus: Future Prospects and Challenges
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a standalone, differentially branded campus, and/or de-emphasized FTE-generating model with repurposing. Both of these alternatives are supported by the evidence presented in the following report.
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Table of Contents
Review of Literature of Drivers of Choice............................................................1 BBC in Prior Strategic Plans.................................................................................7 Catchment Area Overview.................................................................................12 FIU Community Interviews................................................................................18 FIU Student Surveys...........................................................................................23 Interviews with Guidance and Brace Advisors...................................................33 Interviews with Key Broward College/Miami-Dade College/Palm Beach Staff...37 Conclusions and Recommendations..................................................................41 Appendix A: FIU Community Interviews............................................................45 Appendix B: FIU Student Survey........................................................................46 Appendix C: Overall Business Data....................................................................46 Appendix D: Catchment Area Overall – 5 Miles.................................................52 Appendix E: Catchment Area Overall – 10 Miles................................................61
Review of Literature of Drivers of Choice As competition for student enrollment rises 1, understanding student drivers of choice (reasons for selecting a particular institution) is increasingly necessary for university recruitment and retention. Survey results indicate university choice is multifaceted and unique to each prospective student’s personal experience including their socio-economic background, interests in major, and location. University selection is frequently described from a “consumerism” point of view. This is because the purchase of university tuition is often the biggest risk a student will take in their lifetime, and may yield decades of debt. Also, “the importance attached to labor market motives in terms of employment and career prospects significantly outweigh those related to pursuing higher education on the basis of subject interest and a love for the subject.” 2 Drivers of choice are also closely linked to the way students receive information about the university. In evaluating surveys of college selection drivers of choice, results for the most influential factors may vary by limited choice factors (listing under 10 variables in the surveys), university in which the survey is conducted, student age, and interest in fields of study. In a review of 22 studies using 10 or more choice factors, the attributes that were most frequently cited were (by order): “academic reputation, location, quality of instruction, availability of programs, quality of faculty, costs, reputable program, financial aid, and job outcomes.” 3 The most influential sources of information for students in order of importance were: website, campus visit, college catalogue or schedule, personal contact, college guide book, direct mailings, and visits to high schools. Utah Valley State College (UVSC), similar to FIU in the sense that both institutions offer tuition at a lower cost compared to other four-year options in their respective areas, conducted a survey in which their students indicated “cost of tuition” and the “ability to work while attending school” were the most important factors in their choice to attend. 4 Although rankings of colleges and universities are still among the top variables considered during university selection, there is a widening gap in its importance to students from lower to higher income quintiles.5 According to data from the Higher Education Research Institute (HERI), rankings are less relevant for students from low-income backgrounds that are otherwise more influenced by “family involvement and encouragement, peer and other networks, and school- and higher education institution-based resources, including those that are semi-customized”. 6 More notable influences for enrollment decisions for students of various socio-economic backgrounds include: parents, college and university websites, campus tours, friends and high school teachers or counselors. Low-income minority students who are restricted by cost are often unaware of financial aid 1
Burdett, Kimberli R. “How students choose a college: Understanding the role of internet based resources in the college choice process.” The University of Nebraska-Lincoln, 2013. 2 Maringe, Felix. "University and course choice: Implications for positioning, recruitment and marketing." International Journal of Educational Management 20, no. 6 (2006): 466. 3 Hoyt, Jeff E., and Andrea B. Brown. "Identifying college choice factors to successfully market your institution." College and University 78, no. 4 (2003): 8 4 Hoyt and Brown, "Identifying college choice factors to successfully market your institution,” 3-10. 5 Espinosa, Lorelle L., Jennifer R. Crandall, and Malika Tukibayeva. "Rankings, institutional behavior, and college and university choice: Framing the national dialogue on Obama’s ratings plan." Washington, DC: American Council on Education (2014). 6 Espinosa et al, "Rankings, Institutional Behavior, and College and University Choice."
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opportunities and are more likely to make their decision based on financial circumstances than their academic achievements.7 Working-class students tend to study in lower status universities and are more likely to restrict their choice geographically. 8 Researchers also suggest this preference may be due to a rise in student financed education as a result of increased tuition costs and the financial savings of living “at home.”9 Location and vocational training is more important to older and working-class students who are more likely to consider practical concerns such as convenience, and being close to home or work. Living close to home has been a persistent factor for the last three decades during the decision making process. Living at home was especially important for students during the economic recession in 2008 and again in 2012.10 Another factor to consider when evaluating surveys is that decision factors vary by importance during each decision-making stage: pre-search, search, application, choice decision, and registration stage. For example, during the pre-search stage, institutions could capitalize on the fact they are making a lasting impression on prospective students early on. 11 One study found that websites were most used during the early search stage as a source of information and also during the later stage in the decision-making process (i.e. after a decision was made). 12 Another study revealed that campus visits were deemed most influential during the choice stage.13 Understanding influences in each stage of the decision-making process could provide universities a way to maximize opportunities of providing information to prospective students. Results from the National Union of Students (NUS) and The Higher Education Academy (HEA), found that students from lower socio-economic backgrounds tend to choose universities closer to home and were less likely to search for external sources of information on universities. 14 Instead, they were more likely to rely on friends and peers as a source of information. In a survey identifying the most influential choice factors for students applying to graduate schools for Educational Leadership programs, the top three factors were: delivery of coursework (e.g., traditional, hybrid or online), convenience, and tuition cost. There was a slight disparity of preference by age groups. Participants aged 30-39 chose “delivery of coursework” (73%) and “convenience” (65%) as the most important decision factors while participants aged 20-29 chose the following as the most important factors: “reputation,” “convenience,” “attended the university previously,” and “family/friend’s recommendations” (all 40% for each factor). 15 Research on student selection of 7
. Espinosa et al, “Rankings, Institutional Behavior, and College and University Choice,” 16. .Mangan, Jean, Amanda Hughes, Peter Davies, and Kim Slack. "Fair access, achievement and geography: explaining the association between social class and students’ choice of university." Studies in Higher Education 35, no. 3 (2010): 335-350. 9 .Mangan et al., “Rankings, Institutional Behavior, and College and University Choice,” 335-350. 10 .Espinosa et al, “Rankings, Institutional Behavior, and College and University Choice,”. 11 .Maringe, "University and course choice: Implications for positioning, recruitment and marketing,” 468. 12 Burdett, “How students choose a college: Understanding the role of internet based resources in the college choice process.” 13 .Burdett, “How students choose a college: Understanding the role of internet based resources in the college choice process,” 29-30. 14 .Diamond, Abigail, Tim Vorley, Jennifer Roberts, and Stephen Jones. "Behavioral approaches to understanding student choice." Higher Education Academy and National Union of Students (2012). 15 Winn, Pam, Lesley F. Leach, Susan Erwin, and Liza Benedict. "Factors That Influence Student Selection of Educational Leadership Master's Programs at Regional Universities." Administrative Issues Journal: Education, 8
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graduate schools revealed that Universities should market blended learning opportunities and convenience in both online and face-to-face recruitment efforts. Participants ranked online advertising as the most effective recruitment strategy followed by “contact from program representative”, “contact from university representative”, “face-to-face information session”, “advertising via social media”, and “online information session”. One survey completed by students enrolled in one of the top five universities in Portugal in terms of size (by the number of students and staff) suggested the most important factor in university choice was “geographical proximity.” This finding was corroborated by the fact that most of the students were from the northern region of Portugal, where the university is located. Possible explanations for students attending a school close to home are mainly economic: rising education costs and more students financing their own education. The second most important choice factor was “academic reputation” of both the university and the degree program followed by “personal influences” especially from family or current university students. The number one reported source of information was former/current university students (17%). Among marketer-controlled sources, the “university website” was the most used source (16%), followed by teachers (10%). Only 4% considered campus visits as their most used source of information. Further analysis suggests preferences for information sources vary among individuals in different “fields of study” by gender and academic aptitude. For example, students with high levels of academic aptitude preferred to use interpersonal sources such as teachers while students with mid-level academic aptitude preferred the “university website” more than other groups. In regard to fields of study, students from the arts and humanities, as well as engineering and computer science chose “former/current university students” as their primary source of information. 16 It would be wise for universities to understand recent trends in student influences and drivers of choice in tailoring their recruitment strategies. Key trends include the rise of students submitting four or more applications, with the percentage growing from 19.9% in 1967 to 71.9% in 2015. One way to address this trend would be to focus on the increasing importance of early admissions programs. 17 Other differences include the methods of paying for college, with larger percentages of students borrowing at least $3,000 to pay for their first year of college expenses in 2015 than in 2001. 18 One way for a university to understand student influences and their respective market is to survey entering students with instruments such as the Admitted Student Questionnaire (ASQ). Results reveal perceptions of the university and, “data on high school preparation, student characteristics, majors, interests, financial aid offers, institutions where students plan to attend, the effectiveness of recruiting methods, sources of information used by students, and the influence of people in the choice process.” 19 An additional variable to consider is that decision factors vary by importance during each decisionmaking stage (pre-search, search, application, choice decision and registration stage). For example, during the pre-search stage (before students start to look for university options), institutions could Practice, and Research 4, no. 1 (2014): n1. Simões, Cláudia, and Ana Maria Soares. "Applying to higher education: information sources and choice factors." Studies in Higher Education 35, no. 4 (2010): 371-389. 17 Eagan, Kevin. The American Freshman: Fifty-year Trends, 1966-2015. Higher Education Research Institute, Graduate School of Education & Information Studies, University of California, Los Angeles, 2016. 18 Eagan, The American Freshman: Fifty-year Trends, 1996-2015. 19 Hoyt and Brown, "Identifying college choice factors to successfully market your institution,” 3-10. 16
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capitalize on the fact that they could be making a lasting impression on prospective students early on. During the search stage, it would be wise to create information opportunities to students as they have already begun to shortlist potential universities. During the application stage, the relationship between the student and the institution could be pivotal so ease of application should be considered. Finally, it is equally important to keep the dialogue open between the student and the institution during the choice decision stage as many students tend to have multiple offers. 20 In sum, recommendations for universities are as follows: 1) identify opportunities that would engage parents and peers of prospective students in the decision making process as their opinions are often influential; 2) provide guidance along with information such as online e-learning models; 3) provide access to more information sources for students with descriptions of the student life or experiences they would expect to receive there; 4) make the application process easier to ensure that financial assistance plays a role in decision-making; 5) provide as much support as possible to students from low socio-economic groups; and 6) encourage college visits for prospective students. 21
20
Maringe, "University and course choice: Implications for positioning, recruitment and marketing.”
21
Diamond et al., “Behavioral approaches to understanding student choice,” 10-12.
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BBC in Prior Strategic Plans In December of 2015, when this project was first conceived, we reviewed recent planning and strategic documents and reported a summary of findings. Rather than repeat the questions with little comment or assessment, we offer some preliminary answers based on our research and the decade of experience at BBC, since most of these documents were authored. An overarching observation regarding these documents is that, with the exception of the PKF Consulting report on proposed hotels, the planning documents are largely bereft of hard data on academic program costs and projected enrollment numbers. There is practically no discussion of community demographics or employment patterns. In short, the planning documents are earnest in tone, reflecting the already declining enrollment (approximately 8,000 students in the early documents) experienced in the period studied. Nonetheless, their policy conclusions are not drawn from hard evidence on enrollments from FIU or other institutions. The lack of “hard” evidence is aided and abetted by the University Master Plan which calls for “growth” of various academic units (typically at the school or college level) with no mention of specific programs, organic demand, or resources required for implementation. For example, Objective 1.2 of the Academic Program Element of the 2010-2020 Campus Master Plan aims to, “Support Planned and Proposed Academic Programs: Locate academic programs to support the academic mission and sustainable levels of enrollment at the Modesto A. Maidique and Biscayne Bay Campus through 2020.” 22 The Plan further instructs to “Locate academic programs of the following colleges and schools at Biscayne Bay Campus through 2020. Review campus and program enrollments annually to assure that the university is meeting its goals for each location.” The listed programs are the same as the ones listed for MMC, with the omission of Engineering and Computer Science, Honors College, and Law. On a related note, BBC is absent from FIU’s 2020 Strategic Plan or its predecessor. This is not benign neglect on the part of the University’s leadership, a point made very clear in our interview with Provost Furton this past May. It reflects instead, the difficulties in understanding the campus’ future. Serious consideration of BBC requires extensive empirical evidence that has been seriously lacking in prior strategic efforts. These “bottom up” efforts must be complemented by “top down” decisions regarding investments (human and financial). Moreover, any consideration of the campus must entail a fundamental strategic decision: Should BBC remain an essentially undifferentiated “product” under the “One FIU” market strategy? Our findings suggest the undifferentiated model will not produce sustainable enrollment. A critical finding of this study is the call for product differentiation—arguably the “root” strategic decision. 1) Which Campus Will Support a Hotel? The PKF study of 2008 found that MMC was the only campus that would support a hotel; this, despite the fact BBC houses a top-tier School of Hospitality. One rationale was surrounding demographics. Our demographic assessment of the five- and ten-mile radius surrounding BBC parallels the RPK findings. BBC’s surroundings have become richer and poorer (i.e. increasingly unequal in income). An Enrollment 22
FIU 2010-2020 Campus Master Plan Update. Perkins +Will, March 2014.
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Overview presentation by Dr. Luisa Havens showed that the plurality of students (930 or 34%) are with family income below $34,160. Additionally, 21% are from the middle income category of $34,160 to $63,600, and 26% come from families with income of $63,600 to $108,650. The remainder (19%) are with family income of over $108,650. Data presented in the same document shows that graduation rates are positively correlated to income, i.e. students from lower income families also have lower graduation rates. In addition, population surrounding the campus is aging. Thus, matching academic programs to employers in this region may be challenging, confirming the “lack of proximate demand generators” noted in the PKF Study. Another barrier noted by PKF, confirmed by previous university planning documents, is its single point of access. The 2013 FIU Traffic Study Update notes that “the intersection of US 1/Biscayne Boulevard and NE 151st Street is currently operating at LOS (Level of Service). 23 With future growth and anticipated traffic increase, the conditions will likely worsen, if no capacity improvements occur.” The study recommended a second entry point to reduce future impacts. The recommendation was incorporated in the FIU 2010-2020 Campus Master Plan Update. 2) Should BBC be populated with a Handful of Large Programs or Augmented via Niche Programs? A central question raised in the earlier plans is whether BBC should be populated via a relative handful of large programs or smaller niche programs related to its primary tenants, or a number of niche programs such as Entrepreneurial Studies, Eco Tourism, Leisure and Recreation Management, or Digital Photography? Drawing an analogy from our national pastime, this is akin to deciding on whether a team’s offense should be developed to hit home runs versus singles and doubles. The last decade has answered the question, and for BBC, the strategic need appears to be “home runs” in terms of face-to-face enrollment. But this begs a design issue facing BBC: Is there a fundamental cross-purpose of growing face-to-face enrollment when the university is pursuing a 40:30:30 ratio of online-hybrid-face-to-face instructional modality mix? The recently reconstituted Health Services Administration program at BBC raises two questions in this regard. First, who is a BBC student? Traditionally, a student who takes 50% or more of their coursework face-to-face is domiciled at that campus. The advent of online and hybrid courses obligates redefinition. Second, what is considered “growth” for BBC? Is “growth” still defined as traditional face-to-face enrollment increase or proportionately defined by where program administration and/or faculty are physically situated? This question takes on heightened significance in light of anecdotal evidence suggesting online offerings may impact face-to-face enrollment more significantly at BBC than MMC or FIU at I-75. However, our research may require a reframing of this question: Can BBC maintain a sustainable base enrollment unless certain degree programs are available? Dr. Arlene Garcia’s detailed assessment of preferred majors of entering FIU students suggests the absence of pre-medicine, business, psychology, and criminal justice may diminish BBC’s appeal to a wide cross-section of students. The serious decline in BBC enrollment experienced in recent years may reflect, in part, the absence of these popular majors in light of the demand from incoming students. In essence, the “home runs” versus “singles and 23
Florida International University Traffic Study Update for Modesto A. Maidique, Engineering Center & Biscayne Bay Campuses. Miller Legg, June 2013
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doubles” question has been supplanted by a larger existential question: Will BBC’s present major complement limit potential growth and arrest continuing decline? 3) Will Drawing on South Broward Enhance BBC Enrollment? Earlier strategic plans point to the U.S 1/Interstate 95 Corridor of South Broward as a possible catchment area for BBC. Our data suggest this is currently not the case. Just under a quarter of BBC’s enrollment resides in Broward, but their domicile (based on zip code) is overwhelmingly MiramarPembroke Pines related. This pattern may reflect a number of drivers. Demographics of Southwest Broward are increasingly mirroring those of abutting Miami-Dade, and BBC attendees may feel at home in confines that are similar to MMC. Another factor may be major, with emphasis on the Hospitality and Journalism/Mass Communication headquarters. Campus setting is another driver. Student interviews and open-ended survey questions reveal a subset of students who prefer the laid-back confines of BBC to MMC. High school recruitment may be another contributor. Per findings in our interviews with high school counselors, FIU’s recruitment efforts along the U.S. 1-I-95 corridor are limited, with commensurate attendance. Lastly, a subset of Southwest Broward residents commute to BBC for expedited matriculation with little concern for campus amenities or atmosphere—they simply want to graduate in short order. Our takeaway is that prior planning documents, as well as current thinking among some MMC and BBC decision-makers, define “Broward” along a cognitive and physical map along the U.S. 1/I-95 Corridor. Current attendance patterns suggest a broader conceptualization in reimagining BBC. On the one hand, enhanced recruitment along the U.S. 1/95 corridor might increase that feeder. 24 More likely—a group of SW Broward residents finds BBC appealing, with important implications for recruitment and retention. A significant group of students from SW Broward already attends FIU, limited recruitment efforts notwithstanding. 4) Should BBC Be Given Increased Administrative Autonomy to Enhance Operations? Greater administrative autonomy for BBC is recommended in two prior plans. The stated assumption is that standalone management would be more entrepreneurial and sensitive to market needs. Two related assumptions are that a) autonomy would denote budgetary resources for execution; and b) BBC and its offerings would become a more differentiated “product.” In an era of budgetary constraint, meeting condition one is unlikely. Further, allowing BBC to explicitly brand itself apart from MMC remains a conundrum. While doing so may foster development, FIU seems wedded to a “One FIU” model. Thus, administrative form is unlikely to change. 24
Florida Atlantic University’s decision to shutter its downtown Fort Lauderdale operations in 2012 reflected, in part, the demographics along the U.S. 1-I-95 Corridor throughout the Tri-County region; the “Eastward Ho,” urban infill of the affluent coupled with long-standing pockets of low-income residents. These residents and their children are unlikely consumers of local public higher education. FAU in Fort Lauderdale commenced operations in 1987 and had 25 years to develop a robust set of programs at the Tower. At the time of its closing, FAU in downtown Fort Lauderdale had 547 students. Of note for this discussion: After the closing, FAU relocated or augmented offerings at its Davie Campus. See “FAU may close Fort Lauderdale tower: Port St. Lucie Campus Would also shut Down under Proposal.” Fort Lauderdale Sun Sentinel, April 20, 2012, drawn from http://articles.sun-sentinel.com/2012--4-20/news/fl-faubudget-cuts20120419, downloaded 6/24/2017
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One administrative facet of operations that emerged from our interviews is the need for integrating BBC management in university-wide scheduling. Part of this change requires a common lexicon regarding the meaning of “course offering.” Is this appearance of a course in PantherSoft? Is this a course section for which students could actually enroll and finish? Alternatively, was this the offering of a course needed for students at a particular timeframe of matriculation, which would facilitate timely graduation? And how should we consider online and hybrid matriculation in the mix? Different actors have different interpretations of “offering,” and this negatively affects comprehensive planning at BBC. Holding in abeyance the definitional issue, there is a broader problem of conflicted prioritization of offerings, particularly in the lower-division and their appendage to upper-division need. Successful prioritization requires simultaneous, coordinated input from a number of actors (Registrar, Space and Schedule, Department Chairs). Hence, greater autonomy may not be the campus’ most pressing need. Of greater import is recognition of the many actors involved with course offerings at BBC, and respect for BBC senior staff in schedule execution. 5) Can BBC’s Unique Setting and “Laid-Back” Environment Bolster FIU’s Ability to Recruit Outside its Traditional Catchment Area. Prior strategic plans suggest BBC’s physical beauty, small enrollment, and “laid-back” environment would appeal to students outside of Miami-Dade, Broward, and Monroe counties. Several interviewees seconded this opinion. There is face validity to this assessment—BBC and MMC are different environments. Moreover, “best practice” among branch campuses calls for intimacy and congeniality as selling points relative to main campuses. The National Association of Branch Campus Administrators acknowledges University of Pittsburgh-Bradford and University of Houston-Clear Lake as models for deploying this strategy. As noted by BestColleges, “Branch campuses and satellites, whether a stone’s throw from the main campus or halfway around the world, can be quite accomplished in their own right, leveraging their smaller sizes and particular locations to offer college experiences the flagship can’t match.”25 The potential utility of this strategy may be limited, however, in light of FIU’s long-standing inability to attract in-state students outside its immediate Dade-Broward-Monroe catchment zone. Analysis of Board of Regents data from 2015 reveals that FIU enrolls 90.9% of its in-state attendance from MiamiDade, Broward, and Monroe counties. The two “urban,” Carnegie “Very High Research” benchmark institutions in the State University System (SUS), the University of South Florida and the University of Central Florida, present different patterns. The University of South Florida enrolls 58.8% of its in-state students from the four-county (Hillsborough, Pinellas, Pasco, and Hernando) U.S. Census defined catchment area. The University of Central Florida enrolls 43.1% from its four-county (Orange, Seminole, Lake, and Osceola) catchment area. This significant spread lends credence to the assertion that FIU’s effective recruitment range in state ends at or near Interstate 595.
25
BestColleges. “10 Satellite Campuses with Impressive Reputations All on Their Own.” http://www.thebestcolleges.org/10-satellite-campuses-with-impressive-reputations-all-their-own/, Accessed on July 7, 2017.
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Our limited number of students from outside the Dade-Broward area is worthy of further study. 26 The possibility of BBC serving as a “magnet” to enrollees outside our traditional recruitment boundaries belies the institution’s record of accomplishment on that score. Equally important, the “BBC as Magnet” model denotes willingness on the part of FIU to differentiate its branding by campus, a fundamental departure from prior FIU planning and operations. In the final analysis, the biggest strategic question raised in prior reports is paradigmatic: Should FIU consider BBC through a differentiated prism? The prior studies, and many of our interviews, suggest no explicit answer. The historical record is that of a spillover setting for MMC, to complement BBC’s two flagship programs. A likely driver of BBC’s enrollment decline is the embedded assumption that students will go to BBC regardless of interest or difficulty of access. That may explain the growth at MMC not leading to growth at BBC. Documents reviewed: In December of 2015, Vice President Pablo Ortiz shared prior strategic plans with the Metropolitan Center Research Team to understand prior efforts at addressing the “Whither BBC” question. These documents were: Proposed Lodging Development at Florida International University University Park Campus and Kovens Conference Center Biscayne Bay Campus. PKF Consulting, Philadelphia, PA, August 2008. Envisioning the BBC Campus: The Program-Centered Entrepreneurial Federated University (Estimated Authorship, 2005). Envisioning BBC-FIU: Report of the BBC-FIU Task Force, July, 2006. Biscayne Bay Campus: Proposal for Strategic Investment, February 2007 Biscayne Bay Faculty Senate Report: Strategic Vision for the Biscayne Bay Campus, Fall, 2009 In addition, the MC team also reviewed other existing planning documents which guide academic and capital project development at FIU, including: Florida International University Traffic Study Update for Modesto A. Maidique, Engineering Center & Biscayne Bay Campuses. Miller Legg, June 2013. FIU 2010-2020 Campus Master Plan Update. Perkins +Will, March 2014.
26
One explanation for FIU’s apparent inability to recruit north of Interstate 595 may lie in its ethnic composition. Nia Mason’s (2006) study of recruitment at Predominantly White Public Institutions (PWI’s) and Historically Black Nia Mason’s (2006) research at Predominantly White Public Institutions (PWI’s) and Historically Black Colleges and Universities (HBCU’s) suggests a tipping point in racial composition may exist at which recruiting “other race” applicants is difficult in the absence of targeted, personalized efforts. See Minority Recruitment Efforts Aimed at Increasing Student Diversity at Historically Black Public Colleges and Universities and Predominantly White Public Intuitions. Louisiana State University and Agricultural and Mechanical College, Thesis submitted in partial fulfillment for the degree of Master of Mass Communications. Another explanation could be Miami-Dade high cost of housing and difficult commutes, which could effectively offset benefits conferred by in-state tuition and financial aid. A related explanation could be Miami-Dade’s low wage economy, wherein prospective students look elsewhere to matriculate in order to maximize post-graduate earnings.
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Catchment Area Overview The five-mile catchment area for BBC is mostly comprised of the northeastern part of Miami-Dade County and a small section of the southeastern part of Broward. (See Appendix D) Some of the demographic characteristics of the area’s population present challenges, while others may lead to opportunities for enrollment growth and alternative uses for BBC. In 2014, the five-mile area surrounding FIU’s BBC was home to 183,000 employees and the ten-mile area had a total of about 500,000. Significant percentages were employed in the Health Care and Social Assistance (13.4%), Accommodation and Food Services (13.1%) and Retail Trade (13.4%) sectors. The area also has over 20,000 employed in Finance and insurance, over 38,000 in Educational Services, and over 30,000 in Professional, Scientific and Technical Services. 27 From 2010 to 2015, the population of young professionals (ages 25-34) increased by 11% in the five-mile area and by 8% in the ten-mile area. The area had over 55,000 residents in the 25-34 age group. This growth may provide opportunities for professional development training and certificates. In addition, there was a 43% increase for the population that has earned an Associate’s Degree in the five-mile area and 21% in the ten-mile area, presenting an opportunity for FIU to focus strategic recruiting efforts for incoming transfer students from other colleges/universities to BBC. The growth of the population with some college, no degree, was also high with a 23% increase in the five-mile area and a 20% increase in the ten-mile area. Continuing education programs could be of interest to both of these groups. ( See Appendix C for more information regarding the overall business data in the five- and ten-mile catchment area surrounding BBC.) Another advantage for BBC is that the five-mile area has become more diverse with a 10% growth of the Hispanic population and an 8% growth of the Black population. Similarly, the Hispanic population in the ten-mile area grew by 11% and the Black population grew by 5%. The area also poses some challenges for recruitment to BBC, specifically the income and age trends of the area population. While the area’s population is growing (7% since 2010), the growth is skewed towards the older age groups. The population under 17 has decreased by 3 percent since 2010, while those over 55 have increased by 17%. Yet, there was also a significant growth of those aged 25-34 (11%). The five-mile area also shows income trends which may pose a challenge for recruitment to BBC and FIU. The area had a significant increase (12%) of households in the low income category of under $25,000 annual income, and an 8% increase of households with income over $75,000. Households with incomes $25K-49.9K and $50K-74.9K declined by 6%. The following section presents summaries of the demographics of the population in the five-mile radius and the ten-mile radius of BBC. Detailed tables with the data analyzed are available in Appendix D (5mile area) and Appendix E (10-mile area). Each topic presents a distinct opportunity for FIU to appeal to the fast growing and changing area of BBC. Understanding its target market is crucial for optimizing BBC recruitment efforts. 27
Industry categories are based on the North American Industry Classification System (NAICS). https://www.census.gov/eos/www/naics/
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It should be noted that the five-mile area includes almost 375,000 Miami-Dade residents and only about 27,000 Broward residents. The ten-mile area encompasses almost 830,000 Miami-Dade residents and about 288,000 Broward residents. As a result, the Miami-Dade catchment area characteristics have a more sizeable effect on the whole catchment area.
Five-Mile Catchment Area: In the five-mile catchment area of BBC, there was a 13% growth of the total number of establishments from 2010-2015, with was total of about 183,000 employees (see Appendix D). The industries with the largest growth were transportation and warehousing with a 47% increase in the number of establishments, followed by real estate and leasing (44%). The only two industries experiencing a decline were not classified (-4%) and manufacturing (-2%). In 2014, the industries with the most employees were accommodation and food services, health care and social assistance, and retail trade, which accounted for 14% of total employees. The industries with the fewest number of employees were mining, quarrying, and oil and gas extraction (45 employees), utilities (282 employees), agriculture, forestry, fishing and hunting (660 employees), which account for less than 1% of workers employed by industry. In 2015, the industries with the largest number of establishments were professional, scientific, and technical services (15% of total establishments), retail trade (15%), and health care and social assistance (10%). Age: In the overall five-mile catchment area of BBC, there was a 17% increase in the 55 and over population and an 11% increase in the 25-34 population from 2010-2015. In the five-mile catchment area of BBC within Broward County, the population ages 25-34 dramatically increased by 42% from 2010-2015, followed by a 16% increase in the population ages 18-24. The 55 and over population also increased in the Miami-Dade five-mile catchment area (19%), followed by a 10% increase in the 25-34 population, while the under 17 population decreased by 3% as well. Race: The racial composition of Miami-Dade is significantly different from Broward within the five-mile catchment area. Whites comprise 36% of the population in the Broward five-mile catchment, followed by the Hispanic population (32%) and the Black population (29%). In Miami, the Blacks are the largest segment (35%), followed Hispanics, (34%), and Whites (27%). There is a significant demographic shift in the Broward five-mile catchment area from 2010-2015 with a 21% increase in the Black population, an 8% decrease in the Non-Hispanic White population and a 58% increase in the Asian population. Education: The Broward catchment area experienced a significant rise in the Associate’s degree and the Master’s degree population with 91% and 60% increases, respectively. Although not as significant as Broward, Miami’s five-mile catchment area also experienced a large increase in the Associate’s degree population (40%) from 2010-2015, followed by the some college, no degree population with a 23% increase, and the Master’s degree population with an 18% increase.
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Household Income: Earnings trends in the five-mile catchment area are skewed towards the lowest and the highest income categories. In Dade, those earning less than $10k a year increased by 17% from 2010-2015; the opposite was true for Broward, which experienced a 13% decline in the same income bracket. Overall in the fivemile catchment area, the middle income population groups earning $25k-$49.9k and $50k-$74.9k both decreased by 6% while the poorer income groups earning less than $10k, and the group earning $10k$24.9k saw the highest rises, 14% and 12% respectively. Workers in the highest brackets, with $75,000 and more, increased by 8% in both counties. Housing: Overall in the five-mile catchment area, there was a shift from owner-occupied units to renter-occupied units. Owner-occupied units had a 7% decline while renter-occupied housing increase by 19% from 2010-2015. Industry: The Broward five-mile catchment experienced significant changes in jobs by industry from 2010-2015. For example, the agriculture, forestry, fishing and hunting, and mining Industry grew by 124%, followed by other services, except public administration (71% growth), public administration (28%), and educational services, and health care and social assistance (22%). On the other hand, the agriculture, forestry, fishing and hunting, and mining Industry decreased by 95%, followed by the wholesale trade and the information trade industries decline of 44%, respectively. In the overall five-mile catchment area, the industry with the most growth was the other services, except public administration (21% increase), followed by the professional, scientific, and management, and administrative and waste management services (18%), and retail trade (18%). The industries in the five-mile catchment area that experienced the largest decline in jobs were: agriculture, forestry, fishing and hunting, and mining Industry (56%), construction Industry (23%), and the information industry (11%). Occupations: The occupations in the Broward five-mile catchment area with the greatest employment as a percentage of the population are sales and office occupations at 29%, management business, science, and arts (28%), and service occupations (22%). The occupations in the Miami five-mile catchment area with the greatest employment as a percentage of the population were management, business, science and arts (33%), followed by sales and office occupations (27%) and service occupations (25%). While natural resources, construction, and maintenance occupations increased by 21% in the Broward five-mile catchment area, these declined by 17% in the Miami five-mile catchment area from 2010-2015. In the overall five-mile catchment area, the natural resources, construction, and maintenance occupations decreased by 14% and the sales and office occupations decreased by 2%. Management, business, science, and arts occupations increased by 12%, followed by a 9% for service occupations and a 6% increase for production, transportation, and material moving occupations.
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Labor Force: The labor force participation rate in the Broward five-mile catchment area increased to 62% in 2015, up from 58% in 2010. Labor force participation decreased in the Miami area to 63% from 65% in 2010.
Ten-Mile Catchment Area: In the ten-mile catchment area of BBC, there was an overall 12% growth of total number of establishments (see Appendix E). In 2014, the area had a total of about 507,000 employees. The real estate and rental and leasing industry experienced the biggest growth in the number of establishments from 2010-2015 at (37%), followed by educational services (29%), transportation and warehousing (24%), and utilities (23%). Manufacturing was the only industry with a decline (3%). In 2015, the industries with the largest number of establishments were professional, scientific, and technical services (16% of total establishments), retail trade (15%), and health care and social assistance (10%). The industries with the highest number of employees were retail trade, health care and social assistance, and accommodation and food services all of which account for 14% of total employees. The industries with the least amount of employees are mining, quarrying, and oil and gas extraction industry (185 employees), utilities (766 employees), and agriculture, forestry, fishing and hunting (1,734 employees) all of which account for less than 1% of employees employed by industry. Age: From 2010 to 2015, Broward had a 12% increase in the 55 and over population. In 2015, 27% of the population was 55 and over but the largest age group was 35-54, accounting for 30% of the population. Miami had a 15% increase in the 55 and over population from 2010 to 2015. In 2015, 28% of the population was in the 35-54 age group, 27% were 55 and over, 21% were under 17, 15% were 25-34, and 9% were 18-24. Miami’s ten-mile catchment area had a 3% decrease in the 18-24 age group while Broward’s ten-mile area had a 10% increase, from 2010-2015. Overall in the ten-mile catchment area there was 7% population growth with a 14% increase in the 55 and over age group, an 8% increase in the 25-34 age group, 6% increase in the 35-54 age group and a 1% increase in the 18-24 group. Race: There was a more significant growth in the Black population in Broward (11%) compared to Miami (4%) from 2010 to 2015. There was also a more significant rise in the Hispanic population in Broward (19%) compared to Miami (10%). While the Broward ten-mile catchment area experienced a decline of 4% in the Non-Hispanic White population, Miami experienced the opposite with a 5% increase of the NonHispanic White population, from 2010 to 2015. Broward’s Asian population decreased 9% from 20102015 while Miami’s Asian population increased by just 1%. Overall, the Hispanic population of the area increased by 11%, followed by the Black population (5%).
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Education: In 2015, there was a significant increase of the population the High School degree (13%) and some college, no degree (23%) in the Miami catchment area. These increases present a recruitment opportunity for FIU. Overall in the ten-mile catchment area, the biggest change occurred in the population with an Associate’s degree (21% increase), followed by the some college, no degree population (20%). Household Income: The biggest decline from 2010-2015 in the Miami ten-mile area, occurred in the $25k-$49.9k group (7%), followed by a 5% decline in the $50k-$74k group. Households earning less than 10k had the greatest increase (11%). The Broward ten-mile catchment area experienced a slight increase in all income groups from 2010-2015 except in the $25k-$49.9 group which decreased by 6%. Overall in the ten-mile catchment area, there was a 7% decline of households with income of $25K$49.9K, while the lowest income group, earning less than $10K, increased by 9% from 2010 to 2015. Housing: Both Broward and Miami experienced an increase in renter occupied units from 2010 to 2015, with a 14% increase of renter occupied units in Broward, and a 12% increase in Miami. Overall, owneroccupied units in the ten-mile area decreased by 9%, while renter-occupied units increased by 12%. Industry: In the Broward ten-mile catchment area, the industry with the most jobs is educational services, health care and social assistance, accounting for 20% of the area’s employees, followed by retail trade (14%), professional, scientific, and management services (12%), and arts, entertainment and recreation (11%). The industry with the biggest growth in the ten-mile catchment area of Broward is manufacturing with an increase of 20% from 2010-2015, followed by a 19% increase in other services, except public administration, a 14% increase in the educational services, health care and social assistance, and a 13% increase in the arts, entertainment, recreation, accommodation and food services category. The industries with the biggest decline of jobs in the Broward ten-mile catchment area from 2010-2015 are wholesale trade (-20%), information (-20%), construction (-6), and finance and insurance, real estate and rental and leasing (-6%). While Broward’s ten-mile catchment area experienced a decline of 20% in jobs in the information industry from 2010-2015, Miami’s ten-mile catchment area experienced a 7% growth. Overall, the ten-mile catchment area experienced the biggest growth of jobs in the following industries from 2010 to 2015: retail trade (14%), arts, entertainment, and recreation, and accommodation and food services (14%), and other services, except public administration (13%). Overall, the ten-mile catchment area experienced a decline in the following industries from 2010-2015: construction (-16%), wholesale trade (-7%), agriculture, forestry, fishing and hunting, and mining (-5%), finance and insurance, and real estate and rental and leasing (-4%). The largest numeric growth was in the Arts, entertainment, and recreation, and accommodation and food services and Retail Trade sectors which added approximately 8,600 employees each from 2010 to 2015. The other
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two sectors with a significant numeric growth in employment were Professional, scientific, and management, and administrative and waste management services (6,108), and Educational services, and health care and social assistance (4,376).
Occupations: Management, business, science, and arts occupations account for 33% of the jobs in the Broward tenmile catchment area, followed by sales and office occupations (31%). In Miami, management, business, science, and arts occupations make up 28% of the jobs, followed by sales and office occupations (27%) and service occupations (25%). The only occupation that experienced a decline in jobs in the overall ten-mile catchment area is the natural resources, construction and maintenance occupations group, with a downturn of 11%. Broward’s ten-mile catchment area had the biggest growth in the production, transportation, and material moving occupations with an increase of 15% from 2010-2015, followed by an 11% increase in service occupations. Labor Force: Overall the labor force participation rate increased by 7% in the ten-mile catchment area. This mirrored 6% and 10% increases in the five- and ten-mile catchment areas of Dade and Broward, respectively.
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FIU Community Interviews What follows represents consensus views based on the fifteen (15) interviews conducted to ground the Metropolitan Center research team’s analysis of the Biscayne Bay Campus. Interviews represent a broad cross-section of actors in the University (see Appendix A). We believe our colleagues were candid and forthright about BBC’s problems and prospects. That said, “Whither BBC?” remains a largely unanswered question. There is little doubt the status quo may lead to sub-optimal enrollment. As space is at a premium at MMC, BBC’s underutilization is even more notable. However, the shape and size of a redefined BBC has not been revealed in our discussions. The bigger question on most interviewees’ minds is the overall direction of the campus given its location, accessibility and program offerings.
Some Consensus Views 1) BBC Suffers from a Lack of Coherent Vision about its Place in the FIU Structure, Mission and Goals The majority of interviewees have been long-term FIU employees who had observations about BBC’s past and the efforts of university administrators to “energize” the campus. Participants recalled past efforts to bring programs and students to the campus and the ensuing “pull-out” of most of these programs. In this line of thought, some interviewees noted there has not been a sustained commitment to “turn BBC into something.” The lack of vision and insufficient resource allocation, as evidenced by the “come and go” approach to programs at BBC, may have impeded the development of BBC into a vibrant campus. The interviewees also noted the misconceptions at MMC regarding BBC’s status or longer-term potential. For some in the university community, both among administration staff and students, BBC may be like a distant cousin who is invited to an occasional dinner. FIU’s MMC-centrism may explain the current state of BBC and be a predictor for the preservation of its status quo. 2) BBC Should not be a De Facto “Mini-Me” of the MMC Campus Advertising/Branding of “One FIU” does not do BBC any favors. Our interviewees believe BBC is a distinct entity that should not be a tacit mirror image of its brother to the South but offer a “differentiated product.” Modeling BBC as a smaller but similar version of MMC leads to dashed expectations among student consumers about course availability. The physical plant at BBC does not allow for the STEM course offerings at MMC. Conversely, the newly renovated Wolfe Center and RCL Training facility suggest an “Arts and Entertainment” theme that could be a central element of BBC offerings and identity. Course planning and offerings are effectively muddled with the “Mini-Me” model. Students seeking to matriculate at BBC may be disappointed with limited offerings. Tacitly defining BBC as a “spillover” for MMC obligates hour+ commutes for courses better domiciled in their proverbial backyard. The upshot is that a redefined BBC with targeted offerings may lead to increased, market-driven enrollment with less dependence on inter-campus commuting and the “wear and tear” this places on students and faculty.
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3) BBC’s Scale Suggests Different Enrollment Management Norms Relative to MMC A “One-Size-Fits-All” approach to enrollment management at the two campuses disadvantages BBC. Scale matters. A class that might enroll 50 at MMC is unlikely to do so at BBC. Furthermore, canceling an undergraduate class with 15 enrollees at BBC may cause serious harm to matriculation in current and future semesters. However, administrators were divided on the topic of class cancellations, and none were able to produce evidence of cancellations and enrollment. Moreover, the current system does not record the reasons for class cancellations. Some interviewees suggested cancellations might be the result of instructors pulling out of teaching and not necessarily due to low enrollment. An important corollary is that Deans and Chairs may need senior administration signals that allow for this differentiation in an era of enrollment-driven funding. Identical courses (and instructors) that historically enroll X at MMC and 0.50 X at BBC may lead to “rational” deployment at MMC in the absence of contrary guidance. That said, interviewees acknowledged greater “product differentiation” at the two campuses may obviate the need for these trade-offs. 4) “Course Offering” Requires a Universal Definition Consistent with Points 2 and 3, the term “course offering” requires a common definition in the context of program planning and delivery. Some use the term to reflect presence of a particular course within PantherSoft for a given time period. Others define a “course offering” as a section in which a student can matriculate. Lastly, some interviewees contend that an “offering” should be defined as a course section offered to complete timely matriculation for a given degree program among a student cohort. This programmatically “embedded” definition is probably the gold standard that fosters intelligent discussion of campus offerings. It also allows for incorporation of online offerings and their impact on BBC matriculation. 5) BBC Students, Administrators, and Staff Have Enormous Pride in their Institution Members of the BBC extended family love their venue and believe it offers a special place to live, study, and work. They are frustrated and angered by a central administration that affords little voice to the campus. This is particularly disturbing in the area of enrollment management. Interviewees at both campuses opined that BBC needs may not be reflected in course planning decisions. Others perceive the central administration as detached and surmise that BBC is only peripherally present in their minds. Some argue the precipitating event for BBC appearing in current discussions is the technical default of financing for the new dormitory, i.e. lower than projected occupancy rate, which has lowered the overall university bond rating. Additionally, some employees perceive FIU’s public-private partnership with Royal Caribbean and the Bayview dormitory construction as a derogatory differentiation of BBC. On face, these projects add value to the campus but their funding model is interpreted as withdrawal of central administration commitment that detracts from the public mission of the university.
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6) Decision-makers may have Limited and Conflicting Awareness of Demographic “Drivers” of BBC Enrollment AIM data reveal that approximately one in five BBC students is from Broward high schools. Since 2012, FIU has admitted approximately 7,524 students whose last institution was Broward College. 28 Yet some actors believe that BBC does not attract Broward residents. This cognitive dissonance is understandable when “Broward” is defined as Hallandale, Hollywood and the I-95/U.S. 1 Corridor north of the county line. Relatively few students attend from that corridor. However, students from Miramar and Pembroke Pines are a significant BBC feeder. Similarly, there is agreement that the Aventura-Dade Northeast Quadrant may not be a feeder area for BBC. However, there is little understanding of why that may be the case? Is it FIU’s reputation? Is it an employment-demographic mismatch? Could it be demographics that fail to support higher education in general or FIU’s audience in particular? The research team’s student surveys and interviews with high school counselors may shed light on these potential drivers. This inattention to demographics and markets confirm an important part of why this study was undertaken. It may also “triangulate” with point 1: There is no explicit need to differentiate BBC’s catchment area and associated demographics if it is viewed as a smaller, spillover-driven enrollment vessel of MMC. 7) There is Recognition that BBC may Contribute to FIU Performance Metrics Beyond FTE Generation The recent deployment of the reconstituted Health Services Administration program to BBC is a step in the right direction in “amping up” campus enrollment. Unless, of course, one recalls that Health Services Administration was once part of the now disbanded School of Policy and Management, which also included Public Administration and Criminal Justice—which have not offered courses at BBC for a decade. Prior to 2004, the Nicole Wertheim College of Nursing and Health Sciences was located on BBC. In 2004, the college moved to MMC in anticipation of the Herbert Wertheim College of Medicine’s development. Simply put, programs come and go at BBC, but enrollment has languished despite good faith—but historically challenged--efforts to the contrary. Concisely, at least some interviewees recognize that BBC metrics should entail more than FTE generation. Could this mean BBC as an “Arts-and-Entertainment” hub? Could it be an applied research venue? Could it be an incubator for business start-ups? The answer is in the affirmative. Administrators noted though that it is a question of resources and commitment, as they observed there has not been a sustained effort in a specific direction yet. In the absence of a designated “break-even” enrollment level, defining the campus’ Key Performance Indicators (KPIs) has added urgency. These KPIs will depend on first defining BBC’s vision and purpose. 8) Operating the Campus with Lower Admission Requirements is Counterproductive There was general agreement among interviewees that using BBC as a destination for less academically inclined admits would do the students and campus a disservice. However, some interviewees believed BBC might be an appropriate venue for a subset of students better served by its “laid back” environs. 28
Arlene Garcia, PhD, Office of Analysis & Information Management, Florida International University
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9) Should BBC Focus on Upper-Division and Graduate Operations, Particularly the Former? Several interviewees suggested a fundamental design issue was whether BBC’s focus should be upperdivision and graduate level studies. The School of Hospitality and the School of Journalism (now part of CARTA) have geared their undergraduate education to transfer students and focus on upper level courses. This does not suggest the suspension of lower-division studies altogether, but rather, the limiting of lower-division classwork needed to support majors offered at BBC. Professional graduate offerings “make sense” as well, given their self-contained course delivery. The (re)location of programs at BBC does not necessarily need to be forced but may come about naturally, as space limitation at MMC may impede the addition of faculty and students to the already fast-growing campus. For example, the Health Services Administration program could not find the space to accommodate its 700+ students and decided to relocate to BBC starting in fall 2017. Conclusion Famed Principal Joe Clark of Patterson, New Jersey’s Eastside High said that everything “emanates and ultimates” from his office. Our interviews suggest BBC’s design dilemma “emanates and ultimates” from three unmet challenges. First, while MMC is showing continuous growth over the last decade, BBC has been adrift. The campus has two anchor programs (Hospitality and Journalism, and possibly Health Services Administration) that are not significant FTE generators. Over the years, BBC has been stripped of programs that may have given it sustainability. Criminal Justice and Public Administration are examples of programs that were relocated to BBC and then pulled back to MMC. A decade ago, the College of Business offered a complete set of management and marketing upper level courses that made possible a start-to-finish degree at BBC. The published Fall 2017 course schedule indicates no business courses will be offered at BBC. If BBC is to serve as an enrollment generator, it will need programs that reflect the majors desired by students. In other words, the supply of academics at BBC needs to respond to the demand for courses and programs in fields like psychology, education, STEM, Business, and Criminal Justice. Additionally, the existing programs may also benefit from added course offerings. For example, in fall 2002, FIU launched a marine biology degree program at BBC but some of the interviewees noted that many of the biology classes are only offered at MMC. A second impediment to BBC’s growth is its place within the FIU structure and its quasi “Mini-Me” status. This undifferentiated fit-and-feel leads to program planning and delivery aims to optimize FIUwide operations. However, as is so often the case in public policy, good intentions may lead to bad outcomes. In this context, MMC-based university policies hurt BBC in terms of FTE contribution or potential contribution to other KPI’s. “Best practices” from the National Association of Branch Campus Administrators and others suggest branches need product differentiation from main campuses in terms of academic programs. They are also “sold” as more intimate settings than parent campuses. This is not the case at FIU. Interviewees clearly believed it is time for changing the “One FIU” paradigm. We will lay out potential alternatives based at the completion of our work. The third challenge for BBC is commitment. We heard from interviewees that the various efforts to grow BBC were unsuccessful because administrators did not “stay the course” long enough to allow these
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efforts to succeed. Given FIU’s governance structure, command decisions will need to be made with significant input from the BBC community. The interviewees’ perception that BBC is adrift relates to the campus’ lack of administrative autonomy. This, in turn, relates to administrative accountability. The lack of decision-making power and accountability at BBC stifles operational incentives to improve operations. It may also provide cover for MMC decision-makers to further the status quo.
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FIU Student Surveys The Metropolitan Center collected survey responses from FIU students who utilized the FIU shuttle service between MMC and BBC in Fall 2016. The survey was administered online and student were invited to participate via email. Of the 171 student respondents, 139 answered all survey questions and 32 completed the survey partially. The summary below presents the survey findings. 29 To view the full survey questionnaire, see Appendix B. Respondents were asked to indicate the importance of different factors in their decision to attend FIU. The two figures presented below grouped the responses in categories. Over 80% of students consider tuition and other costs as very important factors in their school choice. In the Academics category 88.8% of students selected “academic program offered” as very important, and 79.6% made the same choice for “class scheduling.”
How important were the following factors in choosing FIU as your school? Not Important
Somewhat important
Very important
Costs
Cost of tuition Overall cost of attendance Financial aid offered Academic programs offered Class scheduling College has good facilities/equipment Academics
Reputation of faculty Availability of student services Reputation of institution Chance to meet with faculty outside of class Frequent contact with faculty Shorter time to finish Availability of online courses Class size
Campus
Availability of remedial courses Campus safety Campus climate Opportunity to participate in athletics and sports
29
48.2%
Percentages were calculated out of the total number providing a response for the respective question, not out of the total respondents (fully or partially completed responses).
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The importance of proximity for school choice is reflected in the percentage of students who chose campus location as very important (69.8%) or somewhat important (24.3%). A small majority (55.4%) indicated their ability to live at home as a very important factor in their choice of FIU. Some of the responses also point to opportunities for recruitment. Almost nine out of ten respondents consider the information provided by staff or faculty members a somewhat or very important factor in their choice to attend FIU. Materials provided by the college is an equally important factor.
How important were the following factors in choosing FIU as your school? Not Important
Somewhat important Very important
Information provided by a staff or faculty member
Recruitment
Materials provided by college Recommendation from a family member Recommendation from teacher or counselor Recommendation from friend Recommendation from neighbor
Campus location Proximity
College is close to home I can live at home College is close to job
Career
Parents/family want me to attend this college
Improve job skills Job placement rate
0% 10 % 20 % 30 % 40 % 50 % 60 % 70 % 80 % 90 % 10 0%
Required by job
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Campus Preference The respondent sample was obtained from a list of students who have used Golden Panther Express, the shuttle bus connecting the campuses. When asked about the reason for their commute, the majority cited course availability as the primary reason, with 72% reporting that the courses they need are only offered at a specific campus and 14.3% indicating the course time is more convenient at one campus. Students in the survey sample were evenly split in their campus preference. However, the verbatim responses with regard to the reasons for their preference reflect the different “feel” of the two campuses and the importance of course offerings and proximity.
Reasons for Inter-Campus Commute 5.4% 5.4%
The courses I need are only offered at one campus The course time is more convenient for me at one campus
13.5%
I take as many courses I can regardless of campus to graduate quickly
62.2%
To engage in events/social activities
Which is your preferred campus? Biscayne Bay Campus (North Campus); 47.3%
Modesto Maidique Campus (MMC); 43.8%
FIU @ I-75; 0.7% FIU Engineering Center; 3.4% I prefer online classes; 4.8%
Preferred Campus: MMC (verbatim comments)
A+A4:A31ccess to most main offices, faculty within my department, and residence halls All My major courses offered there only All the campus activities are on that campus Art student Because I live in Lakeview South and this campus offers the majority of the classes I need to take Because it's a 15-minute drive from Home Because the classes that I need are only offered at this campus Bigger campus, more classes, more students, more involvement Biggest and more equipped Biscayne Bay campus is pretty dilapidated and a far drive from my house Cause I live in campus and there are more things happening in this campus Close to home (4 responses) Close to home. My wife attended there Closer to home, but unfortunately my classes were offered at BBC
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Even though it's farther, it has more activities going on. Higher chance to meet more people Everything is there Good location, all classes in my major are offered here I know it best I live on campus and more options for professors and classes I live on campus (2 responses) I live there. And it's more airy and beautiful than BBC I stay at the dorms here It's close to home. Unfortunately, the school of PR is in BBC and most of the staff is incompetent so it's difficult to get advising from them It's the closest to my house and my major is based at that campus It's was really easy for me and good friendly local community at FIU college campus Its way more vibrant and fun!!! Location Meets all of my personal requirements as a veteran MMC has the real campus experience, most of my classes are offered there, amazing facilities More can be done here More options for dining More variety Not far Other campus don’t offer the classes I need Research labs The library is way better in MMC than in any other campus. Also, there a lot more places to eat in MMC as well There are more programs offered there. Majority of my English and Asian classes are only held in MMC They have more classes and the campus is nicer. BBC would be my favorite because it's close to home and it has the best library, but it's not aesthetically as pleasing and the CLS office is a hostile environment They have the resources available, and majors I like. Their community and environment is so diverse. This campus houses my major This is my preferred campus because there are many restaurants
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Preferred Campus: BBC
friendly, easy to go around, always have event where you can get free goodies, and also 5 free pages of photocopy per student per day ( that helped me a lot All classes on same campus Atmosphere BBC is preferred because I live in Hollywood. However, my program is only offered at MMC (Higher Education) BBC is very quiet and you really get to enjoy going to campus whereas MMC has a lot of stress trying to find parking alone, then trying to find a place to study Because its closer to home and paying to get on the bus is unfair also need for psychology course at BBC Because my major is only offered there Cleaner, smaller and beautiful location Close to home (17 responses) Closer to home and less packed. Love the outdoors Closer to home and smaller so it feels more homey compared to the busy bustle of mmc Easy going, relaxing campus. People are nice and friendly on this campus. No people traffic here ever Feels more homey and peaceful Hospitality program (2 responses) Housing I live at bay view so it is more convenient to just walk to class I live at Bayview so it is more convenient I live closer, and I think it is nicer I live in the BBC Campus. Therefore, easy for me to go to/attend my classes at BBC I lived there since August and it was a charming campus that I enjoyed I prefer the Biscayne Bag campus due to the campus proximity from my home and work It is closer to where I live, and I enjoy living here it is not crowded It's close to home, however all of my classes that pertain to my major is at the MMC campus It's closer to where I live and it's a smaller campus It's much prettier and a better more focused vibe It’s smaller and easier to get around. It's also close to my parents’ house so if I ever need anything they're only a 45-minute drive away. I also really love the faculty and staff that work at BBC they're super friendly and are always willing to help me out if I need anything Less headache, walk in availability with advisor, Superb Library, Great social activities, love the gym there, WUC building, better student support, writing appointment availability Less people, more beautiful natural environment, just a calmer experience overall Less traffic and BBC is closer however mmc is livelier but the traffic and toll costs are horrible. But I like to go to both My major, Broadcast Media, is there and I like the relaxed atmosphere
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My major (Marine Biology) is centered there and there is more nature and tranquility to balance with the stress of college life Near my house Proximity and climate Smaller and simpler campus. However not much of a variety of classes are offered at that campus as a Science major Smaller but also caters to African American needs Smaller more comfortable campus Smaller, quieter, prettier That's where I have all my classes The environment is student friendly and safety is highly apparent. Additionally, professors and staff are friendly and concerned for students’ education This campus is closer to my home compared to the MMC campus which is the only campus that I can go to because of my major. It would save on travel expenses and childcare expenses because I have to stay on campus all day because of the distance and traffic I have go through both ways
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Suggested Improvements for BBC (Verbatim) In an open-ended question, the students provided additional comments and suggestions for improving of the student experience at BBC. Their verbatim comments are listed below:
Add more activities at the BBC campus to engage students from MMC to come to BBC
Add a few more places to eat; Different food options; more dining options (5 responses)
Add more places to eat. For those of us who don't own cars it's not convenient to go to BBC unless it's just to attend a class
Because I am a Music Major, is it possible to have practice rooms at the North Campus for the convenience of students like myself? We tend to stay late hours at school perfecting our craft.
Better food
Biscayne Bay Campus should have been the main campus. The culture is much more versatile, and people are willing to help you on that side of town. If you go to south campus, and you are not Hispanic, you will struggle if you are not Hispanic
Campus expansion, more student involvement, more classes, more dorms
Communicating events more often to MMC campus
Eliminate or lower the cost of the shuttle
Expanded food options--the ones that are up there are good, but there's not much variety. Getting a Panda Express or even a burger place would drastically improve the situation and, I'm guessing, would work out well financially for the restaurant itself
Friendliness from faculty and staff could be improved. Some of the employees seem like they do not enjoy their job and is therefore reflected in their services
Get BBC America. I need to watch Doctor Who!
Have criminal justice courses offered at this campus
Have more buildings
Help offer more courses that are offered only at MMC also at BBC, because it isn't the easiest thing to spend a minimum of two hours in the day commuting south and even more time wasted because students have to leave earlier to catch shuttles
High tuition fee for out state compared to in state student
Hire more trustworthy, fair, and genuine (and not racist) people at the CLS office. Make the campus less boring looking and more colorful. Have more food options. Have more classes, especially electives
Host more events at BBC that requires student organizations to go
Host more student events
I have one suggestion to improving student experience at BBC with is more opportunities present at the campus such as workshops
I love Biscayne for the past 2 semesters I have been taking the shuttle there even though I live closer and take classes at MMC
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I ride a motorcycle and I feel that there needs to be an awareness program that lets student know that motorcycles have the same rights to the road as a car or truck. I was nearly ran over in the Gold Parking Garage last month and the student was very flippant about violating my right of way
I think the overall experience is amazing. However, I would look into improving some transportation issues such as mobility around campus and parking organization
If we more presence of student organizations on campus that would work closely with students to solve their problems if any. Then I think it will surely improve the experience and students’ presence in campus activities
I'm not sure but it feels like it's missing something that mmc has. The improvements in the library with all of the new outlets for laptops/cellphone chargers has made BBC my preferred library
Improve campus facilities and offer more options to move from across campuses
Improve the facilities, have more activities held there
Increase the variety of classes offered and improve parking
It's pretty good so far, I like that they have a lot of activities and the students in mind. I like the massages that they have, over all I like this campus a lot
Make AC1 look less dark and dingy. And include more classes on this campus
Make it more lively
Make more options of classes and professors available there
Make the bus free or less expensive
More activities on this Campus. More student involvement
More activities, more group work
More class availability for communications courses
More class sections and times. Perhaps more hybrid classes as well
More classes available. Ecology Lab, Cell Bio Lab. Biochemistry...
More classes (3 responses)
More events for students
More food options and better parking
More food options should be there at BBC campus and also they should keep something open during weekends other than Starbucks
More restaurant choice so we don't have to go outside campus. Lots of students have no car, they starve from chips and soda all day
More science class and food options
More variety of upper division courses
Move the Mass communications department to MMC
Need more psychology course for psychology majors
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Newer facilities, AND DEFINITELY BETTER FOOD
Newer more modern buildings. Better housing and cheaper rates. Less high school students on campus
No, but at MMC campus you could make the art facilities a little more accommodating. We have excellent professors and it’s a shame that the art department is not given enough stimulus in the financial aspect to better facilities and equipment
No. They have great student programs, the bookstore has the best prices, and the landscaping is nice
Not paying for the GPE when I already for transposition in my tuition. More housing for BBC. Involve BBC into more MMC events/activities
Nothing. I love BBC. Maybe more classes offered there
Offer more Art classes
Offer more classes and better parking, perhaps covered lots. Also, more food choices
Offer more classes for all majors
Offer more dining options, big events like speakers of concerts, and free shuttles for events between campuses
Please put more food options on this campus! I live at Bayview housing and on the weekends the only thing opened is Starbucks! Also, there's only 4 options for food on this campus!!!!
Possibly a supermarket type of place where on campus students can get groceries because there is no Publix within walking distance for students with no car
Probably an obvious point, but increase the food options (or a cafeteria)
Professors should pass courses about diversity and stereotyping so that they treat all students with respect and fairness. Students' privacy should be enforced and more protected by law Professors who violate a student's right to privacy should be held accountable
Renovate to make more modern, like MMC campus
That bus ride is way too expensive
The curriculum need to change o improved in some classes, teachers need to be stricter with the students, and sometimes classes are interrupt for students been late or talking
There is a general lack of regard for the Biscayne Bay Campus on behalf of faculty and administration. Over time, this attitude that the BBC campus is the 'ghetto' of the two main campuses has trickled down to the student level. So, my main suggestion is two-fold: the GPE shuttle needs to be made 'free' somehow to increase traffic between the two campuses and the image of the BBC campus needs to be rebranded and shown to be the second main campus instead of the partnership experiment lab it currently is (MST, Royal Caribbean, Servitas). I already spoke to you all and we had an excellent conversation. Thank you
Transportation to Coral Gables
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Student Demographics Approximately 38.1% of respondents started their college education I entered FIU with a degree from at FIU, while 52.9% another state college/university; reported they were 41.0% transfer students. Most of the students in the sample (73.4%) live off campus, while 26.6% live in a campus dormitory.
Path to FIU I transferred from another state college or university without a degree from it; 11.9%
I transferred from an out-of-state college; 6.7% I transferred from another school outside the United States; 2.2%
I started my college education at FIU; 38.1%
85% of students surveyed were undergraduate students and 15% were graduate. o The distribution of the undergraduate students was: 9.9% Freshman, 15.3% Sophomore, 31.5% Junior and 43.2% Senior o Among the graduate students, 89.5% were Master’s level and 10.5% were Ph.D. level students The majority of students in the sample were in the College of Arts, Sciences and Education (36.8%) or Communication, Architecture + The Arts (19.1%). College or School Arts, Sciences & Education Business Chaplin School of Hospitality and Tourism Management Communication, Architecture + The Arts Engineering & Computing Honors College Nicole Wertheim College of Nursing & Health Sciences Robert Stempel College of Public Health & Social Work Steven J. Green School of International and Public Affairs Other (dual degrees) Total
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% 37.5% 10.3% 6.6% 19.1% 8.8% 0.0% 1.5% 0.0% 4.4% 3.7%
Count 51 14 9 26 12 0 2 0 6 3 136
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Interviews with Guidance and Brace Advisors This section reviews in-depth interviews with a number of Miami-Dade County College Assistance Program (CAP) advisors and Broward Advisors for Continuing Education (BRACE) to address how high school students in both counties develop their perception of FIU. Generally, CAP and BRACE advisors work closely with a variety of university recruiters and local community colleges in order to expose their students to the different options available. The information provided below frames the responses of these advisors. Job tenure ranged from two years to thirty-eight years, with an average of 11 years’ experience in assisting students with their postsecondary schooling options. Their answers provide practical and reliable guidance applicable for both counties. A. FIU’ S R ECRUITMENT APPROACH 1. How does FIU recruit prospective students of Miami-Dade and Broward County Schools? Respondents from both counties describe similar FIU recruitment strategies. Overall, FIU recruiters conduct annual appearances at a number of high school campuses. The appearances are described as general presentations to the students, providing information materials and marketing tools that are “very attractive;” however, advisors describe them as too generic. According to one CAP advisor, FIU recruiters need to customize presentations to particular high schools. They also suggest more attention be given to admissions. Advisors were unaware of high-ranking FIU programs. Several Broward advisors noted that FIU demonstrates minimal attention to their students. 2. What is the follow-up with these students? Both CAP and BRACE advisors shared the belief that FIU recruiters do not follow-up plan with students showing interest in FIU. FIU recruiters do not engage in follow-up visits or provide avenues through which students can connect with FIU. Hence, high school students depend only on the assistance of High School Counselor: “FIU their advisors in applying to FIU. Advisors expressed recruiters approach all high schools concern because there are too many students and only the same, a problem since each high one college advisor. For example, one high school had school is different in size and focus. 650 graduating seniors and one advisor. Therefore, it is One approach does not fit all.” impossible for advisors to answer all the questions the senior class may have related to attending FIU. 3. How are the students informed of the various opportunities offered in FIU? FIU recruiters provide prospective students with generic information and little on specific career paths or majors. One of the CAP advisors blamed this problem on the fact that FIU recruiters approach all high schools in the same way when, in reality, each high school is different in size and focus. For example, some high schools that have magnet problems in health careers are obviously more interested in this path. Additionally, both CAP and BRACE advisors reported minimal knowledge on the various campuses of FIU; they direct interested high school seniors to the Modesto A. Maidique Campus (MMC) in West Miami-Dade County. Thus, students are not given details of the various campuses or dormitory options. Advisors’ knowledge of FIU’s Biscayne Bay Campus (BBC) or
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academic centers in South Beach, Brickell, Coconut Grove, the Florida Keys and Broward County is minimal. For instance, a BRACE advisor stated the only reason she knew FIU at I-75 existed was a vacation drive on I-75 heading to Key West. B. ACADEMIC OPINIONS 1. What programs interest or attract students to FIU? Based on the responses of the various advisors, the elements that attract students to FIU are its reputation, location (South Florida), and growth. Specific programs are not a driving factor for Dade or Broward students. There are certain exceptions; high school students who belong to magnet programs or technical high schools are reported to show interest in specific programs. These remarks were reported by CAP advisors from Dr. Michael M. Krop Senior High School and Sheridan Technical High School. According to the response of one High School Counselor: “During our advisor, “these students are only looking into science Academic Signing Day, we had the programs, or majors that follow the Pre-Med tracks.” CAP participation of 57 students of advisors relied on their own information, rather than FIU which [only] 6 committed to FIU.” recruiters, to connect these students to FIU. 2. What is their perception of a Hispanic Serving Institution (HSI)? Is there a difference between Broward and Dade? According to FIU’s Beyond Possible 2020 strategic plan, FIU serves as “a federally designated minority serving institution. More than half of our undergraduate students qualify for Pell grants and are the first in their families to graduate from college.” FIU has become the number one producer of Hispanic degrees in the United States. Advisors of both counties responded positively to the labeling of FIU as an HSI. Several CAP advisors noted their graduating pool had more than 60% Hispanics, adding to FIU’s. Broward advisors stated Hispanic predominance as a positive factor. Further, advisors did not see FIU’s HSI status as rationale for students choosing to leave South Florida. The overall appeal provided by other public institutions such as UCF, USF, UF and FSU is not based on demographics; instead, it is based on migration to other parts of Florida. The question asked was, “What made high schools students migrate to the north [in state] rather than applying to universities in the south?” Unfortunately, none of the advisors answered the question directly. However, they found the question extremely interesting and agreed with the possibility that students apply to upstate universities for the “entire package” appeal, including academic standing and cost of living. C. STUDENTS PERCEPTION OF FIU 1. What do these students and advisors perceive of FIU? Overall, FIU is seen in positive terms. However, the interviews showed CAP and BRACE advisors differed on how the Broward-Miami-Dade border impacts FIU’s attitudes toward recruitment. Generally, BRACE advisors described FIU as a prestigious school that offers great opportunities for its students; however, they label FIU as a Miami-based institution prioritizing the recruitment of Miami high schools. Specifically, they sense a feeling of abandonment towards the Broward public school system, with its students seen as a secondary target. Nonetheless, aside from the neglect expressed,
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advisors suggested that Broward students attend FIU primarily due to their cultural ties with the communities as well as their desire to stay in South Florida. BRACE advisors try to reinforce interest in FIU via site visit. Nonetheless, lack of transportation is the primary obstacle in visiting any FIU campus. One advisor mentioned her efforts to organize a day trip, including arrangements for transportation, food and other expenses. However, FIU would not help with any of the cost, forcing cancellation of the field trip her students so eagerly awaited. She made similar outreach to FAU, who did a great job in appealing to the students by filling the day with activities while sponsoring lunch. Lack of active High School Counselor: “Students want to recruitment may explain why some of the high know more about scholarships, they want schools advisors in North Miami-Dade and Broward to know which credits are transferable, showed a preference for universities in North or and they need specifics, not general Central Florida, including FAU and Bethuneinformation” Cookman University, over FIU. D. IMPROVEMENTS 1. What are some of the fundamental recommendations provided by advisors? The first recommendation is to facilitate the completion process of FAFSA applications. According to FIU reporting, an estimated 60% of FIU students depend on Pell Grants. Advisors describe the FAFSA application process as extremely complicated. Advisors elaborated on individual approaches in helping their students and parents navigate the process. Some advisors utilize parent nights; others send videos to students by emails to explain the process while others rely on old fashion hardcopies to complete the process. The recommendation of the advisors is for FIU to intervene and facilitate the FAFSA completion. The second recommendation is to increase the marketing efforts in Broward. A BRACE advisor at South Plantation High School with over 30 years’ experience suggested that FIU follow similar recruiting efforts applied by FAU. The BRACE advisor stated that FIU has “no marketing or campaigns to attract Broward students.” This included information on dormitory options. The BRACE advisor also suggested that FIU conduct presentations during one of the four annual meetings held among BRACE advisors. The event hosts 36 BRACE advisors creating an ideal platform to present the opportunities provided to prospective Broward students. Other universities like FAU have sponsored lunches or conduct ten-minute presentations with the objective of providing information to the advisors. Carol Lopez (carol.lopez@Browardschools.com), director of the BRACE program, volunteered her assistance to FIU in arranging contacts with BRACE advisors. The third recommendation is to invite potential students to visit FIU campuses and learn about it firsthand. One BRACE advisor recommended FAU’s model, in which the institution hosts around 50 students who travel from their local high schools to participate in campus activities. These efforts help Broward students get High School Counselor: “The well acquainted with the various opportunities at FAU. Admission offices are stuck in The fourth recommendation relates to the development of the past, not just FIU but consistent follow-up efforts between FIU recruiters and other universities as well.” potential students. FIU’s follow-up with prospects is limited to Biscayne Bay Campus Analysis
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nonexistent. Other advisors suggested FIU needs to schedule visits earlier in the year. For instance, Miami Central High School expressed frustration in the inability to schedule an FIU recruiter to meet with senior students before the admissions deadline of May 1. The advisor received several inquiries from prospective students interested in receiving more information related to the “Golden Promise.” Her students come from low income neighborhoods and scholarships would change the lives and opportunities of these students. The advisor stated, “the FIU recruiter will have to meet with juniors or sophomores early to really impact their decision.” The last recommendation was to provide prospective students with guidance on how to complete the admissions process. FIU’s strategic enrollment growth is to increase the student body to 65,000 students by 2020. However, based on the comments provided by both CAP and BRACE advisors, the process is not described as user-friendly. Several advisors suggested the creation of new tools to help prospective students navigate the requirements. For example, the CAP advisor from Dr. Michael M. Krop Senior High School suggested an approach, which consists of developing short videos explaining the process step-by-step. In order to disseminate the videos, the advisor sends the resources by email to all students and advisors at other schools. Emails are a great tool to help ease the flow of information and are used to share information on scholarships, training, and other postsecondary information. The advisors also requested that FIU recruiters provide a “cheat” sheet or a check list to students on the specific documents needed to complete the admission process. Advisors also expressed the need for additional assistance in helping undocumented students complete an FIU application. Unfortunately, most of these undocumented students are missing the information requested by the FIU online application such as social security number, transcripts, etc. Additionally, advisors stated that it would be extremely helpful if FIU could waive the application fee for certain students from low-income households. These students are mostly from neighborhoods such as Carol City, Liberty City, Miami Gardens, and West Little River. Overall, the recommendations indicate that prospective students in both counties need more resources to succeed in the application process.
School Counselors Interviewed Names Vanessa Armand-Jackson Robert Roddy Phyllis Williams Ileana Rodriguez Veronica Wesley Myrna Bromfield Felicia Rattray Julia Kasper Rosemary Miranda Kathleen Watson-Wilkin
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Title
CAP Advisor CAP Advisor CAP Advisor CAP Advisor CAP Advisor CAP Counselor BRACE Advisor BRACE Advisor BRACE Advisor BRACE Advisor
High School Name
North Miami Beach Senior High School Dr. Michael M. Krop Senior High School Miami Norland Senior High School Alonzo and Tracy Mourning Senior High Miami Central Senior High Westland Hialeah Senior High School Sheridan Technical High School South Plantation High Hollywood Hills High School Hallandale High School High
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Interviews with Key Broward College/Miami-Dade College/Palm Beach Staff Members of the Metropolitan Center team interviewed FIU Bridge and College advisors, as well as advisors at Broward College (BC), Miami-Dade College (MDC), and Palm Beach State College (PBSC), to address the opportunities and challenges faced in the transfer process. Their candid and direct answers provided practical, reliable guidance. Overall, potential transfer students in the tri-county area hold FIU in high regard. Nonetheless, FIU’s connections to BC, MDC and PBSC, like their high school analogs, are sporadic and insufficient. A. FIU’ S T RANSFER OF STUDENTS 1) What are the common questions asked by prospective transfer students? Questions asked by potential transfers relate to home institution. For instance, PBSC students have more questions regarding programs, housing, transportation, and admissions. For MDC students, questions depend on campus. Kendall Campus students focus more on credit questions rather than housing. They are also more interested in graduate programs. These students also have more options for financial assistance such as pre-paid college, therefore, their concerns focus on program admissions rather than housing or financial aid. Queries from North and Hialeah Campuses are predominantly focused on financial aid concerns and transfer credit questions. Students at these MDC campuses are less prepared for the admissions process than counterparts elsewhere and tend to be confused by the process. They require more handholding and step-by-step explanation of admissions. 2) How do the MDC Campuses differ in feeder pattern? The campuses differ not only in the type of questions directed to the advisors, they also differ in culture. This is a reflection of applicant high school. The proximities between campuses and local high schools determine the demographics and culture in each college campus. One advisor was able to break down the corresponding high schools that report to each MDC campus. MDC North campus usually receives students from Miami Central Senior High, Miami Norland Senior High School, Dr. Michael M. Krop Senior High School, Miami Carol City Senior High, North Miami Beach Senior High School, Alonzo and Tracy Mourning Senior High, Hialeah-Miami Lakes, and Hialeah Senior High. The West campus receives students predominately from G. Holmes Braddock Senior High, Barbara Goleman High School, Miami Springs Senior High, Westland Hialeah Senior High School, Doral Academy Preparatory School, and others. The Wolfson MDC campus receives students mostly from Booker T. Washington Senior High and Miami Edison Senior High School. The InterAmerican Campus receives its students mostly from Miami Senior High. Furthermore, different MDC campuses have a higher count of Broward students. Bridge advisors reported that the West and North MDC campuses have a greater representation of Broward students. The Broward high schools represented by these students are Cypress Bay Senior High, Flanagan, Charles W. High, and Miramar High School. Transportation is facilitated by the Florida Turnpike and the 836 South/North. In addition, each campus reflects different ethnic groups. For instance, the MDC North
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Campus identifies with a strong Haitian and Cuban culture. In comparison, the Kendall MDC campus is a more ethnically diverse campus. These ethnic clusters typically create a strong bond which is expected to continue at FIU. However, “Some students perceive that their experience at FIU will be similar to their experience at MDC, but soon realize that it’s completely different.” 3) What are the essential tools provided to transfer students in completing the process? Overall, the most important tool provided to transfer students is the hands-on guidance of experienced Bridge advisors who provide potential students with the information needed to enter FIU. In addition, Transfer & Transition Services (TTS) website is designed as a ‘hub’ for transfer related needs and resources. This website provides essential tools such as Transfer Guides and interactive videos that narrate the process. The Transfer Guides are designed for Miami Dade College or Broward College students interested in pursuing a Bachelor’s Degree at FIU. They provide detailed information about every major at FIU, as well as course pre-requisites information for individual programs. According to FIU’s website, “When used properly, the Transfer Guides will ensure that you are ‘transfer ready’ and informed about the FIU requirements.” FIU is currently working on designing a Transfer Guide for Palm Beach students. In addition, students are encouraged to speak to a financial aid representative to address their concerns and questions regarding payment for school. They are often surprised to learn of internal “Better coordination and external scholarship options. Advisors encourage all students between institutions would to apply. improve the process.” B. ACADEMIC CHALLENGES 1) What are the common academic impediments that hinder the process? One of the advisors stated that, “when students do not successfully complete all of the prerequisites for their chosen major would be one of the major obstacles.” However, all advisors agreed transfer students wait too long to begin the application process. There is a misconception the process must begin after they complete their Associate’s degree (Associate’s in Arts (AA) or Associate’s in Science (AS)). Hence, advisors in MDC spend a good portion of their efforts convincing potential transfer students to begin the process at least six months before completing their AA/AS. Advisors of Broward advise students to begin the process a semester before graduation. Another common misconception of prospective students is the belief transcripts cannot be sent to FIU before completing the 60 credits. In response to these common misconceptions, Bridge advisors have been developing an animation series aimed at potential transfer students defined by their number of credits. For instance, one video will be labeled 15-30 credits and address what should be completed by this timeframe. Therefore, the key to success for many of these students is intervention and recruiting at an early stage, possibly starting in the freshman year. 2) What other universities are recruiting potential FIU students? Bridge advisors indicated a strong branding effort by Florida Atlantic University (FAU). According to the Bridge advisor of Palm Beach State College, FAU is the partner school of the area, and has a constant presence on campus. Nonetheless, there are strategic opportunities FIU should be aware of that are based on programmatic interest. For instance, FAU is no longer accepting transfer students into their
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nursing programs, increasing interest and enrollment in FIU nursing programs. Additionally, Broward advisors noted that Broward’s Central Campus (BCC) is also a central hub for FAU. Once students transfer to FAU, they continue to attend the same buildings and classrooms. Therefore, when students transfer to FAU, the change is minimal, compared to the cultural shock experienced when transferring to FIU. Thus, one advisor suggested augmented offerings at the I-75 center to attract more Broward College students. C. DIFFICULTIES OF TRANSFER STUDENTS FIRST SEMESTER 1) We have learned that transportation is one of the difficulties faced by transfer students from certain colleges, specifically from Broward; is BBC or other FIU center an option for these students? Most of the students transfer to FIU’s main campus, MMC, because the majority of majors are housed there. Hence, other campuses are not seen as an option. For example, students consider FIU at I-75 as a center and not a campus, therefore, the distance of FIU’s main campus from the Broward County line is still an obstacle that will hinder FIU attendance, especially if they have limited transportation. Broward advisors stated their students would like to see more options available at the BBC campus. In the long run, lack of public transportation and heavy traffic remain significant obstacles to students contemplating BBC or FIU @ I-75. 2) What are some of difficulties faced by first year transfer students? The answers of several advisors reflected shock and lack of easy transition. Some students are not prepared for the amount of work and the teaching styles of the professors. Others are unaware of the remedial instructional resources available on campus and unable to benefit from them. Most importantly, programs do not have advisors to answer questions or redirect these students. Students also expect to receive more scholarship opportunities. A Bridge advisor stated students of the North MDC campus typically qualify for scholarships while attending the College, but experience “sticker shock” when they receive financial award letters from FIU. Advisors from Broward College expressed similar sentiments. These are practical examples of certain financial burdens that first year transfer students face.
“Some students are not aware of how different FIU is in comparison to MDC, therefore some students have an unrealistic expectation.”
3) What are some of the tools you have created to ease transfer students’ first semester at FIU? The majority of students ask FIU Bridge Advisors, “What is required once I get there?” Students rely on academic advisors to provide them with information on how to succeed in achieving their goals, both before attending college and once admitted. To address the challenges for first year transfer students in adjusting to college life, the FIU Bridge advisors created the Transferring Ambassador Program in which second year transfer students mentor incoming transfer students. The adjustment from a small cluster campus to FIU’s main campus is a profound transition that requires further attention beyond transfer orientation day. This mentoring program allows students to create a network of support that supplies them with a flow of information on how to succeed. For the Fall 2017 semester, Bridge advisors reported that 35 students have enrolled in this transfer program and seven to eighteen second year
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students are willing to help. There is no funding for this program; all the work and time spent with these incoming students is volunteered. These mentors are trained by FIU Bridge advisors on how to answer their difficult questions. D. IMPROVEMENTS 1) What are some of the fundamental recommendations provided by key staff? Throughout the interviews, advisors continued to express belief in BBC’s great potential. They would like more core courses there to satisfy unmet transfer prerequisites. Further, students from MDC, PBSC, and BC may not be interested in hospitality or marine biology; their preferences lean to Psychology, Business, Engineering, and Nursing, which are only offered at MMC. Under this scenario, BBC could become a new hub for full-time working AA students who wish to finish their academic learning at FIU. This would facilitate the transition “More Programs and from community college to FIU. Unfortunately, almost all of the core courses need to be offered requirements are only offered in the main campus; until changes are in BBC.” made to the schedule these students are obligated to attend MMC.
Advisors Interviewed Names
Title
Community College
Yanella Gilbert
Transfer Coordinator II/Bridge Advisor
Palm Beach Stage College
Joseph Schnider
Transfer Coordinator
Miami-Dade College
Emmanuella Sainthilaire
Transfer Coordinator II/ Bridge Advisor
Miami-Dade College
Neelam Mahmood
Associate Director
Broward College
Adam DeRosa
Associate Dean, Student Services
Broward College
Julio Fernandez de Cueto
InterAmerican Advisor
Miami-Dade College
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Conclusions and Recommendations An intellectual funnel for our recommendations is to think of the future of BBC in three overarching scenarios: A. BBC as the tacit spillover campus: Status quo in which BBC remains undifferentiated from MMC, lacking critical programs and operating without mission delineation. Students may be taking courses at a particular campus in order to satisfy degree requirements as soon as possible without regard for location. This model imposes heavy costs on students in commuting, on administrators in coordinating class offerings, and may delay timely graduation. Viewed in this light, the status quo may limit short-term financial outlays but may have a long-term impact on performance metrics and overall campus utilization. B. BBC as a standalone, differentially branded campus: The campus should focus on offering signature undergraduate and a handful of graduate or professional degrees attuned to community demand based on resident and worker demographics. Some programs which reflect catchment area demographics and business trends are Business and Finance, Health and Education. There are over 80,000 potential college students in the five-mile area. Given the nonHispanic majority demographics of the catchment area, and increasing competition from FAU, BBC is a challenge and an opportunity for FIU to attract students north of the Dade border. C. De-emphasized FTE-generating model with repurposing: The repurposing of malls across the country precipitated by major shifts in the retail sector may provide valuable insight into BBC’s dilemma. Tectonic shifts in retail and the advent of online shopping have decreased the need for “big box” retailers. As a result many malls are de-emphasizing their retail component and are expanding their entertainment appeal through movie theatres and other recreational activities, as well as more diversified sit-down food options. Trends impacting higher education such as increased competition and the advent of online learning are likely to impact the demand for face-to-face learning, as reflected in FIU’s Strategic Plan. Viewed through this prism, declining enrollment at BBC mirrors broader market forces and presents opportunities for innovative space utilization. Building auxiliary income or supporting the budding startup economy may be BBC’s valuable contributions to the FIU Strategic Plan. Opening BBC for a variety of mixed uses including entertainment, food offerings, incubators/accelerators and various partnerships with the private sector will serve multiple purposes of bringing extra income, exposing students to various career options, as well as engaging the surrounding community. Depending on the “big picture” vision for future BBC development outlined above, the following points will need to be considered: 1. The steep decline at BBC may reflect a complement of programs that cannot attract a broad cross-section of incoming FIU students. This consideration needs factoring in any discussion of the campus’ future. A campus bereft of criminal justice, psychology, business, and pre-medical majors may not be sustainable, and the Hospitality and Communications Schools are unlikely to fill the bill. A review of the courses offered at BBC in Fall 2017 shows that out of 106 classes at BBC, 59 are independent study, thesis/dissertation research or research labs. Of the remaining classes, in addition to a complement of Journalism and Hospitality classes, the campus also offers chemistry, creative writing, health services Biscayne Bay Campus Analysis
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2. Surrounding demographics and cost-effective operations auger for upper-division operations. In addition to deciding the critical upper division majors that will distinguish the campus, university administrators should focus on offering a critical few of lower division classes of sufficient size and frequency to graduate BBC students in a timely manner. They should be minimalist and only serve to foster the critical programs deemed necessary for campus sustainability. While a relative handful of graduate programs may draw from the immediate area, we would argue that BBC’s enrollment challenge drivers are likely to impact graduate, as well as undergraduate operations. 3. Recruitment needs a critical assessment. Prospects do not need or want a generic sales pitch. They want to hear about specific programs and their career prospects. From a macroperspective, the University needs to do some soul searching about its apparent inability to recruit from outside the Dade-Broward-Monroe (Monroe enrollment in 2015 was 111, suggesting we are really speaking of Dade and Broward). Leadership needs to address how a minority majority institution can attract other race applicants. Recruiters may need to consider the high cost of living in Dade as a recruiting deterrent. The upshot—FIU’s leaders need to ask why our Carnegie “Very High Research” urban peers, University of South Florida and University of Central Florida, attract approximately 41% and 57% of in-state enrollment from outside their respective metropolitan areas, and FIU musters only 10%? That differential warrants a “deep dive” on FIU’s enrollment strategies and methods. BBC is often viewed as a potential magnet for students outside of South Florida. That hypothetical only has merit if FIU can begin to attract students from the rest of Florida Peninsula, which does not appear to be the case. Moreover, that perspective denotes BBC as a differentiated product from its MMC parent, which leads to point 4. 4. BBC should not be viewed as a tacit “Mini-Me” of MMC. It is smaller and more intimate— typical selling points of other branch campuses across the nation. BBC does not offer the same complement of programs, and its surrounding catchment is considerably different from that of its parent. The “One-FIU” model does the campus a disservice and may hurt overall FIU enrollment in the process. Interviews confirmed that applying across the board class size standards is to the detriment of BBC. 5. Integrated enrollment management will be critical to BBC’s future. A cornerstone of that integration must be a common definition of “course offering,” wherein long-term scheduling can work best for students across programs throughout their matriculation. Tt has been suggested the lack of course offerings or cancellations are leading to “defection” from BBC, and this in itself may lead to a “death spiral” of even more cancellations or lack of course offerings. 6. Trying to “beef up” face-to-face enrollment at BBC while FIU’s 2020 Plan calls for movement to online and hybrid courses is an inherent conflict. Solving this cross-purpose suggests hybrid instruction may play an important role in BBC’s future. Another gambit: The campus should be a hub for more structured offerings, through either “banding” (i.e., placing courses in a major within two to three phases) or cohort-driven matriculation. Thus, one of BBC’s selling points and differentiators could be guaranteed matriculation via ordered studies: Paraphrasing from the old Miller Beer ad, BBC could state, “If you set aside Tuesday and Thursdays from 6:25 to 9:00, we’ll get you the degree in X semesters”
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7. Should BBC become a hub for FIU’s “other than fall” admits? This is a sensitive question, but one that needs to be asked, if only because our interviews indicated it is already on the minds of senior FIU administrators interviewed in this study. We agree that a smaller, more intimate setting may foster better academic outcomes for a subset of admits. How and in what ways this designation affects BBC’s or FIU’s overall reputation is an embedded question in weighing benefits and costs of this option. Regardless—it seems appropriate—and ethical—to address this option explicitly rather than tacitly. Admission standards aside—thinking of BBC as a hub for six-year matriculation may be an appropriate mission under the assumption that its laid-back environs have greater appeal to older, less traditional students with work and family commitments, who value quality face-to-face instruction without the hullabaloo of football, salsa dancing, “Greek Culture,” etc. However, this approach would also require significant commitment of academic resources to ensure that these students have the faculty and advising staff to guide them. 8. BBC’s access issues must be factored into its future. One could argue that an ironic, negative spillover of gentrification in the neighborhoods surrounding BBC is diminished access. Limited access was a factor in the 2008 PKF study that called for hotel placement at MMC rather than BBC. We also found access to be a challenge for students at BBC. There is no easy solution on this score. However, access issues must be factored into enrollment management, underscoring the import of more structured enrollment (i.e., banding and cohort-based matriculation) in BBC’s future. 9. “When it comes to BBC, take a fork in the road, and stick with it.” BBC’s history is strewn with strategic plans and initiatives intended to address its chronic underutilization. These are sincere efforts aimed at tackling a complicated problem. Nevertheless, plans and initiatives mean little unless there is long-term commitment to their rollout. Persistence with strategy will mean little if BBC is seen as a place for dying programs or secondrate professors and administrators. Our interviews revealed the perception of BBC as “academic Siberia” was shared by students, faculty and administrators at both campuses. In addition to the re-branding of FIU and BBC to the outside community, BBC also need internal re-branding. 10. Allowing students to choose a home campus at admission may have limited meaning without finding out more about their expectations for matriculation. If BBC is differentiated from MMC, it makes sense to sensitize admitted students to what they can expect at the two campuses. However, while campus environment may be an important consideration for students, the most important considerations are still academic program quality and career prospects. Regardless of what the BBC atmosphere is, students will not be willing to go AND STAY there if they know or eventually realize that they cannot accomplish their intended major with the classes offered.
Next Steps Based on our research and extensive analysis, and after selection of one of the scenarios outlined above, FIU’s administrators should proceed with the following steps.
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Study best practices in recruitment for satellite campuses, particularly for majority-minority institutions.
Study any distinguishing characteristics of those who stay vs. those who leave BBC by studying characteristics such as gender, race, major, and GPA that impact matriculation at BBC.
Quantitative analysis of the impact of online at BBC vs. MMC by looking at historical data of the same course offerings via online and face-to-face
Focus groups of students who indicated BBC as their home campus but are taking classes primarily at MMC
To increase access for communities, consider providing transportation options directly to BBC. Distinct locational disadvantages but the future may present advantages
Any future view of the campus, collaboration may be less place-bound than before.
Conduct a full market study on the demand for various alternative and mixed uses for BBC, including community perceptions and needs assessment
A final observation: The sobering decline in enrollment experienced in BBC over the last decade, combined with the withdrawal, de facto and de jure, of academic programs, raises strategic questions about the fit of the campus within FIU and the community. The recent financial difficulties of the new student dormitory serve as warning that decisions regarding BBC should be based on real data not wishful thinking. Maintaining the status quo will have long term negative consequences. Failing to reimagine BBC will lead to missed opportunities for community engagement, business growth, overall community and economic development, and hurt FIU’s reputation.
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Appendix A: FIU Community Interviews
Consuelo Boronat, Director of Operational Analysis Jennifer Cooper, Associate Director of the Wolfe Center Leonardo Cosio, Student Body Vice President at BBC (incoming President) Kevin Coughlin & Barbara Pita, Asst. Dir Academic Support Services & Registrar Dr. Kenneth Furton, Provost, Executive Vice President, & Chief Operating Officer Luisa Havens, Vice President of Enrollment Services Susan Himburg, Assistant VP for Academic Planning & Acc. Gloria Jacomino, Director, Space Management Kenneth A. Jessel, Senior Vice President for Administration & Chief Financial Officer Valerie Johnsen, Executive Director, CAS Assessment and Evaluation Allhan Mejia, Student Body President at BBC and FIU Foundation Board Member Stephen Moll, Vice Provost of BBC Sarah Noppen, Director of Graduate and International Admissions Juliet Pinto, Associate Professor Professor and Director, Journalism Mohammad Qureshi, Associate Dean, Facilities and Operations, School of Hospitality and Tourism Management Brian Shriner, Dean, Communication, Architecture + The Arts (CARTA)
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Appendix B: FIU Student Survey Greetings! You are invited to complete a very short survey about your experience at FIU. The survey will help us understand the needs of students like you and to make important decisions related to student academics and life. Q2 How important were the following factors in choosing FIU as your school? Not important (1)
Somewhat important (2)
Very important (3)
Campus safety (1)
Class scheduling (2)
Financial aid offered (3)
Overall cost of attendance (4)
Job placement rate (5)
Campus climate (6)
Campus location (7)
Academic programs offered (8)
Class size (9)
Availability of student services (10)
Availability of remedial courses (11)
Reputation of institution (12)
Opportunity to participate in athletics and sports (13)
Price of tuition (14)
Availability of online courses (15)
Reputation of faculty (16)
Frequent contact with faculty (17)
Chance to meet with faculty outside of class (18)
Recommendation from friend (19)
Recommendation from neighbor (20)
Recommendation from teacher or counselor (21)
Recommendation from a family member (22)
Materials provided by college (23)
Information provided by a staff or faculty member at this college (24)
College is close to home (25)
College is close to job (26)
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Not important (1)
Somewhat important (2)
Very important (3)
College has good facilities/equipment (27)
I can live at home (28)
Parents/family want me to attend this college (29)
Shorter time to finish (30)
Improve job skills (31)
Required by job (32)
Other (33)_________
Q3 In your current semester, how many credit hours do you have at ______ Modesto Maidique Campus (MMC) (1) _____ ______ Biscayne Bay Campus (North Campus) (2) _____ ______ FIU @ I-75 (3) _____ ______ FIU Downtown on Brickell (4) _____ ______ Online (5) _____ ______ FIU Engineering Center (6) _____ Q4 Which is your preferred campus? Modesto Maidique Campus (MMC) (1) Biscayne Bay Campus (2) FIU @ I-75 (3)
FIU Downtown on Brickell (4) FIU Engineering Center (5) I prefer online classes (6)
Q5 Why is {answer from Q4} your preferred campus? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ Q6 Why do you commute between MMC and North Campus? (Select THE MOST IMPORTANT REASON) The courses I need are only offered at one campus (1) The course time is more convenient for me at one campus (2) I take as many courses I can regardless of campus to graduate quickly (3) Student housing was not available at my preferred campus (4) To engage in events/social activities (5) To meet with classmates for academic reasons (6) To meet with advisers or professors (7) Other (8) ____________________
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The following questions are for classification purposes and will help us understand any difference across groups for the purpose of targeting resources. Q7 Do you live in student housing on campus? Yes (1)
No (2)
Q10 What is the ZIP code of ZIP Code (1) Your residence (1)
________
Your work (2)
________
Q8 Which of the following is true for your first degree at FIU? I entered FIU with a degree from another state college/university (1) I transferred from another state college or university without a degree from it (2) I transferred from an out-of-state college (3) I transferred from another school outside the United States (4) I started my college education at FIU (5) Q9 What is your class level? Undergraduate (1) Freshman (1) Sophomore (2) Graduate (2)
Master's (1)
Junior (3)
Senior (4)
Doctoral student (2)
Other (please specify) (3)________________________________ Q11 What is your college or school? Arts, Sciences & Education (1) Business (2) Chaplin School of Hospitality and Tourism Management (3) Communication, Architecture+The Arts (4) Engineering & Computing (5) Herbert Wertheim College of Medicine (6) Honors College (7)
Law (8) Nicole Wertheim College of Nursing & Health Sciences (9) Robert Stempel College of Public Health & Social Work (10) Steven J. Green School of International and Public Affairs (11) Other (please specify) (12) ____________________
Q12 Please indicate your race/ethnicity (Check all that apply) American Indian/ Alaska Native (1) Hispanic (4) Asian (2) White/Caucasian (5) Black or African American (3) Other (6) ____________________
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Q13 What is your age? Under 18 (1) 18 - 24 (2) 25 - 30 (3)
31-35 (4) 35+(5)
Q14 Please indicate your gender Male (1) Female (2)
Other (3)___________
Q16 Finally, do you have any suggestions on what can be done to improve student experience at Biscayne Bay Campus? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ Q17 We are organizing discussion groups with students to talk about their experience and suggestions for improvement. If you are willing to engage in such a discussion for about one hour, please provide your contact information below. Name (1) __________________________________________ Email (2) __________________________________________ Phone (3) __________________________________________
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Appendix C: Overall Business Data Number of Establishments 2010
% of Total Employment 2010
Number of Establishments 2015
% of Total Employment 2015
Accommodation and food services Administrative and support and waste management and remediation services Agriculture, forestry, fishing and hunting
939
7%
1,008
7%
7%
26,076
14%
621
5%
684
5%
10%
15,016
8%
5
0%
5
0%
0%
660
0%
Arts, entertainment, and recreation
198
2%
234
2%
18%
3,382
2%
Construction
613
5%
672
5%
10%
5,597
3%
Educational services
163
1%
202
1%
24%
13,935
8%
Finance and insurance
730
6%
766
5%
5%
7,186
4%
1,738
13%
1,825
12%
5%
25,303
14%
Industries not classified
27
0%
26
0%
-4%
Information
234
2%
272
2%
16%
3,643
2%
Management of companies and enterprises
40
0%
49
0%
23%
1,879
1%
Manufacturing
314
2%
309
2%
-2%
4,760
3%
3
0%
4
0%
33%
45
0%
Other services (except public administration)
1,354
10%
1,400
10%
3%
8,235
5%
Professional, scientific, and technical services
1,823
14%
2,268
15%
24%
11,149
6%
5 Miles- Industry
Health care and social assistance
Mining, quarrying, and oil and gas extraction
Real estate and rental and leasing
% change Number of Employees % of employees by Establishments 2014 from SHP File Industry
0%
951
7%
1,370
9%
44%
4,710
3%
1,999
15%
2,160
15%
8%
24,848
14%
213
2%
313
2%
47%
7,450
4%
4
0%
5
0%
25%
282
0%
1,043
8%
1,145
8%
10%
8,724
5%
(Blanks)
0
0%
0
0%
0%
9,615
5%
TOTAL:
13,012
100%
14,717
100%
13%
182,495
100%
Retail trade Transportation and warehousing Utilities Wholesale trade
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Home Area Profile Report (2014)
5 Mile Radius
Total All Jobs (where workers live) Total All Jobs
Count 182,495
Share 100.0%
Jobs by Worker Age Age 29 or younger Age 30 to 54 Age 55 or older
Count 37,908 103,448 41,139
Share 20.8% 56.7% 22.5%
Jobs by Earnings $1,250 per month or less $1,251 to $3,333 per month More than $3,333 per month
Count 44,851 77,501 60,143
Share 24.6% 42.5% 33.0%
Jobs by NAICS Industry Sector Agriculture, Forestry, Fishing and Hunting Mining, Quarrying, and Oil and Gas Extraction Utilities Construction Manufacturing Wholesale Trade Retail Trade Transportation and Warehousing Information Finance and Insurance Real Estate and Rental and Leasing Professional, Scientific, and Technical Services Management of Companies and Enterprises Administration & Support, Waste Management and Remediation Educational Services Health Care and Social Assistance Arts, Entertainment, and Recreation Accommodation and Food Services Other Services (excluding Public Administration) Public Administration
Count 660 45 282 5,597 4,760 8,724 24,848 7,450 3,643 7,186 4,710 11,149 1,879 15,016 13,935 25,303 3,382 26,076 8,235 9,615
Share 0.4% 0.0% 0.2% 3.1% 2.6% 4.8% 13.6% 4.1% 2.0% 3.9% 2.6% 6.1% 1.0% 8.2% 7.6% 13.9% 1.9% 14.3% 4.5% 5.3%
Jobs by Worker Race White Alone Black or African American Alone American Indian or Alaska Native Alone Asian Alone Native Hawaiian or Other Pacific Islander Alone Two or More Race Groups Jobs by Worker Ethnicity Not Hispanic or Latino Hispanic or Latino
Count 108,354 65,333 904 4,976 307 2,621 Count 127,617 54,878
Share 59.4% 35.8% 0.5% 2.7% 0.2% 1.4% Share 69.9% 30.1%
Jobs by Worker Educational Attainment Less than high school High school or equivalent, no college Some college or Associate degree
Count 29,255 37,299 44,477
Share 16.0% 20.4% 24.4%
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Bachelor's degree or advanced degree Educational attainment not available (workers aged 29 or younger)
33,556 37,908
18.4% 20.8%
Jobs by Worker Sex Male Female
Count 90,283 92,212
Share 49.5% 50.5%
Source: U.S. Census Bureau, OnTheMap Application and LEHD Origin-Destination Employment Statistics (Beginning of Quarter Employment, 2nd Quarter of 2002-2014).
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10 Miles- Industry
Accommodation and food services
Number of Number of % of Total Establishments Establishments Employment 2010 2010 2015
% of Total Employment 2015
% change Establishments
Number of Employees 2014 (OntheMap)
% of employees by Industry
2,913
7%
3,301
8%
13%
66,474
13%
1,860
5%
2,045
5%
10%
42,762
8%
13
0%
13
0%
0%
1,734
0%
616
2%
717
2%
16%
9,012
2%
1,933
5%
2,146
5%
11%
18,995
4%
Educational services
424
1%
547
1%
29%
38,148
8%
Finance and insurance
2,239
6%
2,327
5%
4%
20,526
4%
Health care and social assistance
4,263
11%
4,416
10%
4%
67,799
13%
Industries not classified
54
0%
60
0%
11%
Information
674
2%
791
2%
17%
10,104
2%
Management of companies and enterprises
150
0%
171
0%
14%
5,141
1%
1,298
3%
1,255
3%
-3%
17,351
3%
6
0%
7
0%
17%
185
0%
3,496
9%
3,728
9%
7%
20,498
4%
5,962
15%
7,179
16%
20%
30,806
6%
2,474 6,072
6% 16%
3,393 6,505
8% 15%
37% 7%
12,580 68,209
2% 13%
Transportation and warehousing
956
2%
1,188
3%
24%
22,916
5%
Utilities
13
0%
16
0%
23%
766
0%
3,523
9%
3,830
9%
9%
26,770
5%
0
0%
0
0%
26,537
5%
TOTAL: 38,939 100% 43,635 100% 12% 507,313 Source: U.S. Census, American Community Survey 2011-2015, 5-year estimates.; On the Map, U.S. Census Bureau
100%
Administrative and support and waste management and remediation services Agriculture, forestry, fishing and hunting Arts, entertainment, and recreation Construction
Manufacturing Mining, quarrying, and oil and gas extraction Other services (except public administration) Professional, scientific, and technical services Real estate and rental and leasing Retail trade
Wholesale trade (Blanks)
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0%
5 0
Home Area Profile Report (2014) Total All Jobs (Where workers live) Total All Jobs
10 Mile Radius Count Share 507,313 100.0%
Jobs by Worker Age Age 29 or younger Age 30 to 54 Age 55 or older
Count 108,191 290,646 108,476
Share 21.3% 57.3% 21.4%
Jobs by Earnings $1,250 per month or less $1,251 to $3,333 per month More than $3,333 per month
Count 125,255 220,890 161,168
Share 24.7% 43.5% 31.8%
Jobs by NAICS Industry Sector Agriculture, Forestry, Fishing and Hunting Mining, Quarrying, and Oil and Gas Extraction Utilities Construction Manufacturing Wholesale Trade Retail Trade Transportation and Warehousing Information Finance and Insurance Real Estate and Rental and Leasing Professional, Scientific, and Technical Services Management of Companies and Enterprises Administration & Support, Waste Management and Remediation Educational Services Health Care and Social Assistance Arts, Entertainment, and Recreation Accommodation and Food Services Other Services (excluding Public Administration) Public Administration
Count 1,734 185 766 18,995 17,351 26,770 68,209 22,916 10,104 20,526 12,580 30,806 5,141 42,762 38,148 67,799 9,012 66,474 20,498 26,537
Share 0.3% 0.0% 0.2% 3.7% 3.4% 5.3% 13.4% 4.5% 2.0% 4.0% 2.5% 6.1% 1.0% 8.4% 7.5% 13.4% 1.8% 13.1% 4.0% 5.2%
Jobs by Worker Race White Alone Black or African American Alone American Indian or Alaska Native Alone Asian Alone Native Hawaiian or Other Pacific Islander Alone Two or More Race Groups
Count 331,943 151,958 2,721 12,985 803 6,903
Share 65.4% 30.0% 0.5% 2.6% 0.2% 1.4%
Jobs by Worker Ethnicity Not Hispanic or Latino Hispanic or Latino
Count 316,383 190,930
Share 62.4% 37.6%
Jobs by Worker Educational Attainment Less than high school
Count 83,409
Share 16.4%
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High school or equivalent, no college Some college or Associate degree Bachelor's degree or advanced degree Educational attainment not available (workers aged 29 or younger)
103,165 121,428 91,120 108,191
20.3% 23.9% 18.0% 21.3%
Jobs by Worker Sex Male Female
Count 253,538 253,775
Share 50.0% 50.0%
Source: U.S. Census Bureau, OnTheMap Application and LEHD Origin-Destination Employment Statistics (Beginning of Quarter Employment, 2nd Quarter of 2002-2014).
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Appendix D: Catchment Area Overall – 5 Miles
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Data Source: U.S. Census, American Community Survey 2010 and 2015 estimates. Age Under 17 18-24 25-34 35-54 55 and over Total Population
2010 Broward 5 mi Miami 5 mi 20% 23% 7% 9% 9% 14% 28% 29% 36% 26% 25,962 349,077
Broward- 5 mi 2010
2015
Under 17 18-24
5,107 1,937
4,956 2,243
25-34 35-54 55 and over Total Population
2,296 7,389 9,233 25,962
3,260 7,741 9,151 27,351
2015 Broward 5 mi Miami 5 mi 18% 21% 8% 9% 12% 14% 28% 28% 33% 28% 27,351 374,737
% change '10-'15
Miami- 5 mi 2010
% change '10-'15
79,545 32,841
77,496 33,067
-3%
52,035 105,601 106,538 374,737
10%
5%
25-34 47,391 35-54 99,573 55 and over 89,727 Total Population 349,077
2010
2015
% change '10-'15
84,652 34,778 49,687 106,962 98,960 375,039
82,452 35,310 55,295 113,342 115,689 402,088
-3% 16% 42% 5% -1%
Under 17 18-24
2015
1% 6% 19% 7%
5 miles Total Under 17 18-24 25-34 35-54 55 and over Total Population
Race White Black Hispanic American Indian & Alaska Native Asian Native Hawaiian & Other Pacific Some other Two or more races Total
2010 Broward 5 mi Miami 5 mi 41% 28% 25% 35% 32% 33% 0% 0% 1% 2% 0% 0% 0% 0% 2% 1% 25,962 349,077
-3% 2% 11% 6% 17% 7%
2015 Broward 5 mi Miami 5 mi 36% 27% 29% 35% 32% 34% 0% 0% 1% 2% 0% 0% 1% 0% 2% 1% 27,351 374,737
Broward- 5 mi
Biscayne Bay Campus Analysis
6 9
Race White Black Hispanic American Indian & Alaska Native Asian Native Hawaiian & Other Pacific Some other Two or more races Total Miami- 5 mi Race White Black Hispanic American Indian & Alaska Native Asian Native Hawaiian & Other Pacific Some other Two or more races Total 5 miles Total Race White Black Hispanic American Indian & Alaska Native Asian Native Hawaiian & Other Pacific Some other Two or more races Total
2010
2015
10,570 6,524 8,186
9,775 7,875 8,681
% change '10-'15 -8% 21% 6%
0 172
0 272
58%
12 97 401 25,962
0 233 515 27,351
-100% 140% 28% 5%
2010
2015
% change '10-'15
98,425 123,690 115,738
101,805 132,922 127,605
3% 7% 10%
219 6,685
709 7,065
224% 6%
390 1,291 2,639 349,077
26 1,421 3,184 374,737
-93% 10% 21% 7%
2010
2015
108,995 130,214 123,924
111,580 140,797 136,286
2% 8% 10%
219 6,857
709 7,337
224% 7%
402 1,388 3,040 375,039
26 1,654 3,699 402,088
-94% 19% 22% 7%
% change '10-'15
Education, Population over 25 2010
Biscayne Bay Campus Analysis
2015
6 9
Less than 9th grade 9th to 12th, no diploma High school graduate (incl. equivalency) Some college, no degree Associate's degree Bachelor's degree Masters Prof Degree PhD Total
Broward 5 mi 8%
Miami 5 mi 9%
Broward 5 mi 6%
Miami 5 mi 8%
10%
9%
10%
8%
37%
28%
31%
25%
16%
17%
18%
19%
6% 15% 4% 3% 1% 18,149
7% 18% 7% 3% 1% 236,691
10% 16% 6% 3% 1% 19,785
9% 18% 8% 3% 1% 264,174
Broward- 5 mi
Miami- 5 mi
Education
2010
2015
% change
Less than 9th grade 9th to 12th, no diploma High school graduate (incl. equivalency) Some college, no degree Associate's degree Bachelor's degree Masters Prof Degree PhD Total
1,493
1,269
-15%
20,137
21,975
9%
1,879
1,930
3%
21,752
21,174
-3%
6,771
6,058
-11%
65,712
66,662
1%
2,922
3,574
22%
40,903
50,245
23%
1,041 2,723 682 492 146 18,149
1,987 3,179 1,089 514 185 19,785
91% 17% 60% 4% 27% 9%
17,097 42,981 16,840 7,853 3,416 236,691
23,984 48,326 19,936 8,054 3,818 264,174
40% 12% 18% 3% 12% 12%
2010
2015
Education Total 5 mile
2010
2015
% change '10-'15
Less than 9th grade
21,630
23,244
7%
23,631
23,104
-2%
72,483
72,720
0%
43,825
53,819
23%
Associate's degree
18,138
25,971
43%
Bachelor's degree
45,704
51,505
13%
Masters
17,522
21,025
20%
Prof Degree
8,345
8,568
3%
9th to 12th, no diploma High school graduate (incl. equivalency) Some college, no degree
Biscayne Bay Campus Analysis
% change
6 9
PhD
3,562
4,003
12%
Total
254,840
283,959
11%
2010 Broward 5 Miami 5 mi mi 12% 9%
2015 Broward 5 mi 10% 27% 25% 15% 23% 10,772
Household Income
<$10,000 $10K-$24.9K $25K-49.9K $50K-74.9K $75K+ Total
25% 28% 17% 19% 10,845
19% 27% 18% 27% 130,688
Broward- 5 mi <$10,000 $10K-$24.9K $25K-49.9K $50K-74.9K $75K+ Total
2010 1,275 2,718 3,013 1,823 2,016 10,845
2015 1,107 2,938 2,649 1,637 2,441 10,772
% change '10-'15 -13% 8% -12% -10% 21% -1%
Miami 5 mi 10% 21% 25% 16% 28% 134,951
Miami- 5 mile 2010 11,674 24,952 35,621 23,035 35,406 130,688
2015 13,650 27,928 33,549 21,704 38,120 134,951
% change '10-'15 17% 12% -6% -6% 8% 3%
5 miles Total <$10,000 $10K-$24.9K $25K-49.9K $50K-74.9K $75K+ Total
2010 12,949 27,670 38,634 24,858 37,422 141,533
2015 14,757 30,866 36,198 23,341 40,561 145,723
% change '10-'15 14% 12% -6% -6% 8% 3%
Housing 2010
2015
Broward 5 mi
Miami 5 mi
Broward 5 mi
Miami 5 mi
69% 31% 10,845
60% 40% 130,688
61% 39% 10,772
54% 46% 134,951
2010 7,457 3,388
2015 6,597 4,175
% change '10-'15 -12% 23%
Owner Occupied Renter Occupied Total Broward- 5 mi Owner Occupied Renter Occupied
Biscayne Bay Campus Analysis
Miami- 5 mi 2010 2015 78,670 73,207 52,018 61,744
% change '10-'15 -7% 19%
6 9
Total
10,845
10,772
-1%
130,688
134,951
3%
5 miles Total 2010 86,127 55,406 141,533
Owner Occupied Renter Occupied Total
2015 79,804 65,919 145,723
% change '10-'15 -7% 19% 3% 2010
Industry
2015
Broward 5 mi
Miami 5 mi
Broward 5 mi
Miami 5 mi
11,181
164,380
12,256
171,778
Agriculture, forestry, fishing and hunting, and mining
1%
0%
0%
0%
Construction
8%
6%
6%
5%
Manufacturing
3%
4%
5%
4%
Wholesale trade
6%
4%
3%
4%
Retail trade
15%
12%
16%
13%
Transportation and warehousing, and utilities
7%
6%
8%
6%
Information
2%
3%
1%
2%
9%
9%
8%
8%
14%
12%
11%
14%
14%
21%
16%
20%
11%
14%
11%
15%
Other services, except public administration
7%
6%
10%
7%
Public administration
3%
4%
4%
3%
2010
2015
11,181
12,256
10%
164
9
-95%
906 296 645 1,687 765 275
762 664 360 2,008 926 155
-16% 124% -44% 19% 21% -44%
Civilian employed population 16 years and over
Finance and insurance, and real estate and rental and leasing Professional, scientific, and management, and administrative and waste management services Educational services, and health care and social assistance Arts, entertainment, and recreation, and accommodation and food services
Broward- 5 mi Industry Civilian employed population 16 years and over Agriculture, forestry, fishing and hunting, and mining Construction Manufacturing Wholesale trade Retail trade Transportation and warehousing, and utilities Information
Biscayne Bay Campus Analysis
% change '10-'15
6 9
Finance and insurance, and real estate and rental and leasing Professional, scientific, and management, and administrative and waste management services Educational services, and health care and social assistance Arts, entertainment, and recreation, and accommodation and food services Other services, except public administration Public administration
978
1,023
5%
1,571
1,322
-16%
1,563
1,905
22%
1,206
1,367
13%
737 388
1,259 496
71% 28%
Miami- 5 mi Industry
% change '10-'15
2010
2015
164,380
171,778
5%
590
324
-45%
10,616 6,676 6,141 19,058 10,311 4,412
8,061 6,349 6,470 22,052 9,659 4,007
-24% -5% 5% 16% -6% -9%
14,548
13,654
-6%
19,684
23,831
21%
34,144
34,972
2%
22,583
25,387
12%
9,608 6,009
11,231 5,781
17% -4%
2010
2015
% change '10-'15
175,561
184,034
5%
754
333
-56%
Construction
11,522
8,823
-23%
Manufacturing
6,972
7,013
1%
Wholesale trade
6,786
6,830
1%
Retail trade
20,745
24,060
16%
Transportation and warehousing, and utilities
11,076
10,585
-4%
Civilian employed population 16 years and over Agriculture, forestry, fishing and hunting, and mining Construction Manufacturing Wholesale trade Retail trade Transportation and warehousing, and utilities Information Finance and insurance, and real estate and rental and leasing Professional, scientific, and management, and administrative and waste management services Educational services, and health care and social assistance Arts, entertainment, and recreation, and accommodation and food services Other services, except public administration Public administration
5 miles Total Industry Civilian employed population 16 years and over Agriculture, forestry, fishing and hunting, and mining
Biscayne Bay Campus Analysis
6 9
4,687
4,162
-11%
15,526
14,677
-5%
21,255
25,153
18%
35,707
36,877
3%
23,789
26,754
12%
Other services, except public administration
10,345
12,490
21%
Public administration
6,397
6,277
-2%
Information Finance and insurance, and real estate and rental and leasing Professional, scientific, and management, and administrative and waste management services Educational services, and health care and social assistance Arts, entertainment, and recreation, and accommodation and food services
Occupation Management, business, science, and arts occupations: Service Occupations Sales & Office Occupations Natural resources, construction, and maintenance occupations: Production, transportation, and material moving occupations: Total
2010 Broward 5 mi Miami 5 mi
2015 Broward 5 mi Miami 5 mi
26%
31%
28%
33%
22% 34%
24% 28%
22% 29%
25% 27%
9%
8%
10%
6%
9%
9%
10%
9%
11,181
164,380
12,256
171,778
Broward- 5 mi 2010
2015
% change '10-'15
Management, business, science, and arts occupations:
2,888
3,417
18%
Service Occupations
2,457
2,743
12%
Sales & Office Occupations Natural resources, construction, and maintenance occupations: Production, transportation, and material moving occupations: Total
3,809
3,542
-7%
1,061
1,279
21%
966
1,275
32%
11,181
12,256
10%
2010
2015
50,329 39,834 46,261
56,209 43,375 45,762
12% 9% -1%
12,910
10,737
-17%
15,046 164,380
15,695 171,778
4% 5%
Miami- 5 mi Management, business, science, and arts occupations: Service Occupations Sales & Office Occupations Natural resources, construction, and maintenance occupations: Production, transportation, and material moving occupations:
Total
Biscayne Bay Campus Analysis
% change '10-'15
6 9
5 miles Total Management, business, science, and arts occupations: Service Occupations Sales & Office Occupations Natural resources, construction, and maintenance occupations: Production, transportation, and material moving occupations:
Total
2010
2015
% change '10-'15
53,217 42,291 50,070
59,626 46,118 49,304
12% 9% -2%
13,971
12,016
-14%
16,012 175,561
16,970 184,034
6% 5%
Labor Force
Labor Force Participation Rate Total in Labor Force
2010 Broward 5 mi 58% 21,340
Broward- 5 mi Labor Force Participation Rate Total in Labor Force
12,461 21,340
14,245 22,955
2015
% change '10-'15 14% 8%
2010
Miami 5 mi 65% 278,586
2015 Broward 5 mi 62% 22,955
Miami- 5 mi Labor Force Participation Rate Total in Labor Force
2010
2015
181,148 278,586
191,476 305,924
% change '10-'15 6% 10%
5 Miles Total Labor Force Participation Rate Total in Labor Force
2010 193,609 299,926
2015 205,721 328,879
% change '10-'15 6% 10%
Biscayne Bay Campus Analysis
Miami 5 mi 63% 305,924
6 9
Appendix E: Catchment Area Overall – 10 Miles
Age Biscayne Bay Campus Analysis
2010
2015
6 9
Under 17 18-24 25-34 35-54 55 and over Total Population Broward 10 mi
Broward 10 mi 22% 9% 14% 30% 26% 287,987
Miami 10 mi 23% 10% 14% 28% 25% 829,183
Broward 10 mi 21% 9% 13% 30% 27% 307,551
2010
2015
% change '10-'15
Under 17 18-24 25-34 35-54 55 and over
62,828 24,572 38,951 87,427 74,209
65,804 26,956 40,652 90,833 83,306
5%
Total Population
287,987
307,551
10 miles Total
2010
% change '10-'15
2015
12%
186,610 83,733 119,643 233,136 206,061
185,527 81,509 130,766 249,319 236,588
15%
7%
829,183
883,709
7%
10% 4% 4%
2010
2015
% change '10-'15
Under 17 18-24 25-34 35-54 55 and over Total Population
249,438 108,305 158,594 320,563 280,270 1,117,170
251,331 108,465 171,418 340,152 319,894 1,191,260
1%
Race
2010 Broward 10 mi 39% 29% 27%
White Black Hispanic American Indian & Alaska Native Asian Native Hawaiian & Other Pacific Some other Two or more races Total
Miami 10 mi 21% 9% 15% 28% 27% 883,709
-1% -3% 9% 7%
0% 8% 6% 14% 7%
Miami 10 mi 17% 38% 42%
2015 Broward 10 mi Miami 10 mi 35% 17% 31% 37% 30% 43%
0% 2%
0% 1%
0% 2%
0% 1%
0 0% 2% 287,987
0% 0% 1% 829,183
0% 1% 2% 307,551
0% 0% 1% 883,709
Broward 10 mi
Biscayne Bay Campus Analysis
6 9
Race White
2010
2015
112,322
107,475
-4%
Black
84,594
93,993
11%
Hispanic American Indian & Alaska Native Asian Native Hawaiian & Other Pacific Some other
77,065
91,991
19%
391
367
-6%
6,822
6,231
-9%
93
153
65%
1,024
1,544
51%
Two or more races
5,676
5,797
2%
287,987
307,551
7%
2010
2015
144,878 316,192 349,567
151,980 328,054 383,678
5% 4% 10%
705
1,075
52%
10,300
10,423
1%
410
147
-64%
2,577
2,398
-7%
4,554
5,954
31%
829,183
883,709
7%
2010
2015
257,200 400,786 426,632
259,455 422,047 475,669
1% 5% 11%
1,096
1,442
32%
17,122
16,654
-3%
503
300
-40%
3,601
3,942
9%
10,230
11,751
15%
1,117,170
1,191,260
7%
Total Miami 10 mi Race White Black Hispanic American Indian & Alaska Native Asian Native Hawaiian & Other Pacific Some other Two or more races Total Race-Whole 10-mile White Black Hispanic American Indian & Alaska Native Asian Native Hawaiian & Other Pacific Some other Two or more races Total
Education
% change '10-'15
% change '10-'15
% change '10-'15
2010 Broward 10 mi Miami 10 mi
Biscayne Bay Campus Analysis
2015 Broward 10 mi Miami 10 mi
6 9
Less than 9th grade 9th to 12th, no diploma High school graduate (incl. equivalency) Some college, no degree Associate's degree Bachelor's degree
6%
13%
6%
11%
9%
12%
8%
10%
32%
29%
30%
30%
Masters Prof Degree PhD Total
19% 9% 16% 5% 2% 1% 199,818
15% 7% 14% 5% 3% 1% 558,840
21% 10% 16% 6% 2% 1% 214,424
17% 8% 15% 6% 2% 1% 616,673
Broward 10 mi Education
2010
2015
Less than 9th grade
11,966
12,743
6%
73,333
69,744
-5%
9th to 12th, no diploma High school graduate (incl. equivalency) Some college, no degree Associate's degree Bachelor's degree Masters Prof Degree PhD Total
18,567
17,720
-5%
66,440
62,455
-6%
63,729
64,572
1%
164,686
185,473
13%
38,933
44,015
13%
85,279
105,266
23%
17,306 32,961 10,226 4,363 1,767 199,818
21,721 34,104 13,022 4,439 2,088 214,424
26% 3% 27% 2% 18% 7%
40,047 79,985 29,200 14,358 5,512 558,840
47,673 89,938 35,686 14,223 6,215 616,673
19% 12% 22% -1% 13% 10%
Miami 10 mi % change '10-'15
2010
2015
% change '10-'15
10 miles Total Education Less than 9th grade
2010
2015
% change '10-'15
85,299
82,487
-3%
85,007
80,175
-6%
228,415
250,045
9%
124,212
149,281
20%
57,353
69,394
21%
112,946
124,042
10%
Masters
39,426
48,708
24%
Prof Degree
18,721
18,662
0%
9th to 12th, no diploma High school graduate (includes equivalency) Some college, no degree Associate's degree Bachelor's degree
Biscayne Bay Campus Analysis
6 9
PhD Total Income <$10,000 $10K-$24.9K $25K-49.9K $50K-74.9K $75K+
7,279
8,303
14%
758,658 831,097 2010 Broward 10 mi Miami 10 mi 8% 12% 19% 22% 29% 27% 19% 16% 26% 22%
Total
112,611
298,858
10% 2015 Broward 10 mi Miami 10 mi 9% 14% 19% 23% 27% 25% 19% 15% 26% 23% 112,604
300,893
Broward 10 mi % change '10-'15
2010
2015
<$10,000
9,331
9,633
3%
$10K-$24.9K
20,936
21,876
4%
$25K-49.9K
32,322
30,369
-6%
$50K-74.9K
21,210
21,168
0%
$75K+
28,812
29,558
3%
Total
112,611
112,604
0%
2010
2015
<$10,000
36,739
40,681
11%
$10K-$24.9K
66,892
69,681
4%
$25K-49.9K
82,097
76,539
-7%
$50K-74.9K
48,185
45,601
-5%
$75K+
64,945
68,391
5%
Total
298,858
300,893
1%
2010
2015
<$10,000
46,070
50,314
9%
$10K-$24.9K
87,828
91,557
4%
$25K-49.9K
114,419
106,908
-7%
Miami 10 mi % change '10-'15
10 miles Total
Biscayne Bay Campus Analysis
% change '10-'15
6 9
$50K-74.9K
69,395
66,769
-4%
$75K+
93,757
97,949
4%
Total
411,469
413,497
0%
Housing Owner Occupied Renter Occupied Total
2010 Broward 10 mi 64% 36% 112,611
Miami 10 mi 53% 47% 298,858
Broward 10 mi Owner Occupied Renter Occupied Total
2010
2015
71,704 40,907 112,611
65,858 46,746 112,604
Miami 10 mi Owner Occupied Renter Occupied Total
2010
2015
157,098 141,760 298,858
142,789 158,104 300,893
2010
2015
228,802 182,667 411,469
208,647 204,850 413,497
10 miles Total Owner Occupied Renter Occupied Total
Industry Civilian employed population 16 years and over Agriculture, forestry, fishing and hunting, and mining Construction Manufacturing Wholesale trade Retail trade
Biscayne Bay Campus Analysis
2015 Broward 10 mi Miami 10 mi 58% 47% 42% 53% 112,604 300,893
% change '10-'15 -8% 14% 0% % change '10-'15 -9% 12% 1% % change '10-'15 -9% 12% 0% 2010 Broward 10 mi Miami 10 mi 138,246 369,487 0% 0% 8% 8% 4% 5% 4% 4% 14% 12%
2015 Broward 10 mi Miami 10 mi 147,224 384,245 0% 0% 6% 7% 5% 4% 3% 3% 13% 14%
6 9
Transportation and warehousing, and utilities Information Finance and insurance, and real estate and rental and leasing Professional, scientific, and management, and administrative and waste management services Educational services, and health care and social assistance Arts, entertainment, and recreation, and accommodation and food services Other services, except public administration Public administration
6% 3%
7% 2%
6% 2%
7%
8%
7%
7%
7%
12%
12%
13%
13%
20%
20%
21%
19%
11%
13%
11%
14%
6% 4%
6% 4%
6% 4%
6%
2%
4%
Miami 10 mi
Broward 10 mi
2010
2015
% change '10-'15
6%
369,487
384,245
4%
371
5%
1,203
1,108
-8%
10,798
10,186
-6%
29,900
23,838
-20%
Manufacturing
5,479
6,574
20%
19,113
17,728
-7%
Wholesale trade
6,214
4,986
-20%
13,506
13,424
-1%
Retail trade
19,450
20,724
7%
42,610
49,927
17%
Transportation and warehousing, and utilities
8,774
9,330
6%
25,319
26,520
5%
Information
3,659
2,930
-20%
8,467
9,048
7%
11,270
10,653
-5%
26,332
25,358
-4%
16,782
18,723
12%
44,449
48,616
9%
27,017
30,819
14%
73,111
73,685
1%
14,796
16,769
13%
48,767
55,455
14%
Other services, except public administration
7,649
9,096
19%
22,320
24,773
11%
Public administration
6,006
6,063
1%
14,390
14,765
3%
2010 507,733 1,555 40,698 24,592
2015 531,469 1,479 34,024 24,302
Industry
2010
2015
% change '10-'15
Civilian employed population 16 years and over
138,246
147,224
352
Construction
Agriculture, forestry, fishing and hunting, and mining
Finance and insurance, and real estate and rental and leasing Professional, scientific, and management, and administrative and waste management services Educational services, and health care and social assistance Arts, entertainment, and recreation, and accommodation and food services
10 miles Total Industry Civilian employed population 16 years and over Agriculture, forestry, fishing and hunting, and mining Construction Manufacturing
Biscayne Bay Campus Analysis
Change 23,736 -76 -6,674 -290
% change '10-'15 5% -5% -16% -1%
6 9
Wholesale trade Retail trade Transportation and warehousing, and utilities Information Finance and insurance, and real estate and rental and leasing Professional, scientific, and management, and administrative and waste management services Educational services, and health care and social assistance Arts, entertainment, and recreation, and accommodation and food services Other services, except public administration Public administration
19,720 62,060 34,093 12,126
18,410 70,651 35,850 11,978
-1,310 8,591 1,757 -148
-7% 14% 5% -1%
37,602
36,011
-1,591
-4%
61,231
67,339
6,108
10%
100,128
104,504
4,376
4%
63,563
72,224
8,661
14%
29,969 20,396
33,869 20,828
3,900 432
13% 2%
Occupation 2010 Broward 10 mi Miami 10 mi
2015 Broward 10 mi Miami 10 mi
Management, business, science, and arts occupations:
31%
27%
33%
28%
Service Occupations
20%
25%
23%
25%
Sales & Office Occupations Natural resources, construction, and maintenance occupations: Production, transportation, and material moving occupations:
30%
27%
31%
27%
10%
10%
10%
8%
9%
12%
10%
12%
138,246
369,487
147,224
384,245
Total Broward 10 mi Management, business, science, and arts occupations: Service Occupations Sales & Office Occupations Natural resources, construction, and maintenance occupations: Production, transportation, and material moving occupations:
Total
2010
2015
% change '10-'15
42,367
45,427
7%
28,452 41,896
31,668 42,731
11% 2%
13,716
13,793
1%
11,815
13,605
15%
138,246
147,224
6%
Miami 10 mi Management, business, science, and arts occupations: Service Occupations
2010
2015
% change '10-'15
98,961
107,937
9%
90,944
96,193
6%
Sales & Office Occupations
98,914
102,820
4%
Biscayne Bay Campus Analysis
6 9
Natural resources, construction, and maintenance occupations: Production, transportation, and material moving occupations:
Total
36,993
31,524
-15%
43,675
45,771
5%
369,487
384,245
4%
10 miles Total Management, business, science, and arts occupations: Service Occupations Sales & Office Occupations Natural resources, construction, and maintenance occupations: Production, transportation, and material moving occupations:
Total Labor Force Labor Force Participation Rate Total in Labor Force
2010
2015
% change '10-'15
141,328
153,364
9%
119,396 140,810
127,861 145,551
7% 3%
50,709
45,317
-11%
55,490
59,376
7%
507,733
531,469
5%
2010 Broward 10 mi Miami 10 mi 66% 232,401
62% 664,493
2015 Broward 10 mi Miami 10 mi 67% 248,925
61% 718,264
Broward 10 mi Labor Force Participation Rate Total in Labor Force
2010
2015
% change '10-'15
154,223
166,533
8%
232,401
248,925
7%
2010
2015
% change '10-'15
412,080
437,991
6%
664,493
718,264
8%
2010
2015
% change '10-'15
566,303
604,524
7%
896,894
967,189
8%
Miami 10 mi Labor Force Participation Rate Total in Labor Force
10 miles Total Labor Force Participation Rate Total in Labor Force
Biscayne Bay Campus Analysis
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