20x20 University of Nebraska at Omaha Strategic Enrollment Plan

PREPARED SPRING 2016

20x20 Strategic Enrollment Plan

STRATEGIC ENROLLMENT PLAN 1

ACKNOWLEDGEMENTS

Thank you to the many faculty and staff that contributed to the development of this important campus planning document. In particular, thank you to the 20x20 Leadership Team members for their many contributions to the formulation of this plan.

Special thanks goes to Dean John Bartle for his excellent partnership and effort to organize and advance the academic growth planning process. Associate Vice Chancellor for Enrollment Management, Omar Correa and Assistant Vice Chancellor for Student Affairs, Jonathan Alvarado, also deserve to be recognized for working with non academic units throughout the campus to analyze current resource levels and estimate and itemize their future needs through 2020.

As usual, Hank Robinson, Director of Institutional Effectiveness, proved to be a valuable partner in helping the team think through important questions and develop a comprehensive data strategy. A final thank you goes to Kristina Cammarano and Raechel Meyer for their help editing and formatting the document. They helped make everything look good and read well.

20x20 Strategic Enrollment Plan

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TABLE OF CONTENTS

EXECUTIVE SUMMARY

4

INTRODUCTION

6

20x20 LEADERSHIP TEAM

8

ACADEMIC GROWTH PLANNING

9

RECRUITMENT PLANNING

11

RETENTION & COMPLETION PLANNING

18

INTEGRATED MARKETING COMMUNICATIONS PLANNING

27

RESOURCE REQUIREMENT ANALYSIS

29

2020 RESOURCE REQUIREMENT PROJECTION

32

SUMMARY

34

APPENDICES

35

REFERENCES

49

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EXECUTIVE SUMMARY

Like many higher education institutions today, UNO has arrived at a crucial moment in its history as it contemplates how to initiate its strategic enrollment plan in the face of shifting economic and demographic realities. For example, according to a recent College Board pricing study (2012), a growing number of students will arrive less prepared and less able to afford college—specifically first generation students and students from African American and Hispanic families. UNO is on the leading edge of this change in the NU system. It attracts the largest number of minority students in the system, and demographic projections clearly indicate that the proportion of first generation students, and African American and Hispanic students will continue to grow.

Providing these students educational and career opportunities is vital to the economic health of the region and state.

This strategic enrollment plan responds to this need. While significant resources and effort is required to help these students successfully navigate college and ultimately complete their degrees, like all good educational programs, the alternative of failing this critical population of students is unacceptable.

The strategic enrollment plan described in this document demonstrates that Chancellor Christensen’s goal of enrolling 20,000 students by 2020 (20x20) is attainable. The academic areas forecast for growth and the strategies and resources required to support and sustain that growth are discussed in the following sections of this planning document. The framework outlined herein has been organized to provide an accountability mechanism that ensures available resources will be used to support both academic quality and specific growth strategies.

The 20x20 enrollment goal is clearly understandable to external and internal audiences and is already permeating campus units and provides a direction for the future. Academic deans, department chairs, and unit directors throughout campus have already realigned available resources to support a moderate growth strategy, but it has become increasingly apparent that the current funding levels will not provide the campus with the necessary resources to reach the 20x20 goal. Whether comparing student credit hour production to average state appropriations or comparing student retention and completion rates to peers, it quickly becomes apparent that UNO is operating as an over performing, underfunded metropolitan university institution. This point is made further evident with additional examples in the resource analysis section of this plan.

In order to better understand the institution’s resource deficit and address the additional resources needed to achieve the 20x20 goal, the Senior Vice Chancellor, BJ Reed, recently asked campus units to examine their current capacity and future needs in support of the growth strategies outlined in this plan. The following estimates represent a summary of the specific resource needs identified by the various campus divisions and units (refer to a more detailed summary of estimates in Appendix F): Academic Colleges (i.e. new faculty and staff to support identified programs)

$5.3M

Academic Affairs Admin Units (i.e. graduate studies, service learning, honors, etc.)

$1.3M

Athletics (i.e. campus support, full cost of attendance, Title IX, etc.)

$1.8M

Business and Finance (i.e. public safety, facility maintenance, human resources, etc.)

$5.3M

Enrollment Management (i.e. admissions, financial aid, registrar staff, etc.)

$1.2M

First Data/Research Institute (i.e. new faculty, staff, and operating funds)

$4M

Information Services (i.e. hardware, software, contract services, etc.)

$4.2M

Institutional Effectiveness (i.e. analyst staff, professional development funds, etc.)

$90K

OASA Admin Office (i.e. FT OASA and contract support services)

$200K

Student Affairs (i.e. advisors, mental health counselors, career advisors, etc.)

$5.2M

University Communications (i.e. marketing and advertising funds, staff, etc.)

$1.3M

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EXECUTIVE SUMMARY

In addition to the academic and non-academic resources identified here, it is important to also account for a number of critical capital projects on the horizon that will require independent funding solutions impacting UNO’s overall ability to fund enrollment growth strategies. Several of the potential capital projects on the horizon include: • • • • •

First Data Facility Eppley Renovation Dodge Street Housing Facility Allwine Classroom Renovation Strauss Performing Arts Center Addition

In summary, the planning process and associated academic and non academic enrollment strategies outlined in this document provide evidence that it is possible for UNO to reach the goal of enrolling 20,000 students by 2020. It is further evident that in order to accomplish its goal, a significant addition of resources will be needed to attract, retain, and help graduate growing numbers of undergraduate and graduate students.

The subsequent sections of this enrollment plan are intended to provide an overview of current and future strategies that are and/or will be implemented in the coming semesters in support of the 20x20 goal. Considerable attention has also been focused on identifying the resources necessary to reach and support this critical institutional goal.

KEY ELEMENTS INCLUDED IN THE FOLLOWING SECTIONS • • • • •

Academic program growth opportunities and 2020 enrollment forecasts Student recruitment strategies Student retention strategies Marketing and communication strategies Resource analysis and forecasting

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INTRODUCTION

“Enrollment management is a process that brings together often disparate functions having to do with recruiting, tracking, retaining, resourcing, and replacing students as they move toward, within, and away from the university.”

Most of his peers would agree with his characterization of enrollment management, a term John “Jack” Maguire coined four decades ago and remains highly relevant—in fact, increasingly so—in today’s environment. Specific to that point, UNO has endeavored to rethink and refocus its approach to enrollment management over the past five years. Both academic and non-academic units have worked to develop a strategic approach to enrollment planning. This shared work has culminated in the creation of a campus-wide, strategic enrollment plan that addresses Chancellor Christensen’s institutional challenge goal of enrolling 20,000 students by 2020 (20x20 goal).

The subsequent sections of this document serve as an organized summary of UNO’s strategic enrollment planning efforts to date and identify the many opportunities and strategies associated with the pursuit of the institution’s enrollment goal. The value of this strategic planning exercise is that it has provided institutional guidance as to how the goal can be accomplished. As part of the planning process, undergraduate, graduate, and online growth opportunities were identified within each college and provide the backbone to this plan. In short, it appears that the 20x20 enrollment goal is a real possibility for the campus if additional resources accompany the strategies outlined in this plan.

UNO has followed an intentional process that includes the essential, contemporary planning elements that Jim Hundreiser recently identified in the publication, What Board Members Need to Know About Enrollment Management (Association of Governing Boards, 2015). In sum, Hundreiser recommends that institutional enrollment plans must be: Futuristic Comprehensive and Integrated Data Informed Academically Oriented Technologically Current

Data is used to identify how the institution’s current offerings match the future external environment.

Multiple types of student enrollments and academic programs are considered.

Extensive data should be collected and analyzed to guide the creation of specific recruitment, retention, academic, and communication strategies.

The plan should be oriented toward academic and co-curricular programs rather than focused on marketing, recruitment, and retention tactics.

The process must determine tactics or action items that build or enhance operational system efficiencies, technology enhancements, and services or activities to serve students.

The core elements Hundreiser recommends in his publication are evident in UNO’s enrollment plan.

Realigned academic and co-curricular programs serve as guides for enrollment targets and help support resource allocation decisions. Data has been used by the colleges to identify academic program growth opportunities. In addition, data has also been used to develop and align specific recruitment, retention, and communication strategies. Further, technology continues to be leveraged in a manner at UNO that creates operational and system efficiencies for both academic and non-academic units.

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INTRODUCTION

A critical element that has been included in UNO’s current enrollment planning effort involves a detailed analysis and estimation of the additional resources that will likely be needed to support and sustain both forecasted academic program enrollments and the expansion of associated student support services and facilities. In developing these projections both academic and non-academic units throughout the campus were involved in forecasting their specific resource needs. Importantly, this marks the first time the institution has taken a detailed, critical look at estimating the resources needed to accomplish the goal of successfully enrolling 20,000 students by 2020. In short, after accounting for the net revenue to be gained through increased enrollments over the next five academic years, it is evident that additional resources are needed to account for both a historical gap in campus funding and the new resources needed to ensure quality academic programs and support a growing student population.

The following sections of this strategic enrollment plan have been organized in a way that demonstrates how the institution is aligning its recruitment, retention, and communication strategies and resources to support academic planning in a focused effort to not only increase undergraduate and graduate enrollments, but also focus on equitable outcomes for students.

SETTING THE GOAL Chancellor Christensen’s challenge to the UNO Community to enroll 20,000 students by 2020 set in motion a campus-wide enrollment planning and management process that continues to this day. Without setting such an institutional goal, enrollment at UNO (like many other institutions) would have remained a static convention, or said differently, enrollment planning and management would have remained the isolated responsibility of a group of traditional admissions and recruitment offices/staffs. Further, it is safe to say that without the Chancellor’s challenge the institution’s enrollment work would have remained focused primarily on recruiting new students. For the most part, student retention and completion would have continued to either be undervalued or left out of the enrollment equation altogether. Thus, it is important to note that the setting of the 20x20 goal gave the campus the required push to approach enrollment planning and management seriously, as a comprehensive, institutional priority that focuses administrative, academic, and student support services on the expressed goals of both growing new student enrollment and improving student completion rates.

STRATEGIC ENROLLMENT PLANNING There are many examples of higher education consultants willing to accept limited institutional funds to generate a strategic enrollment plan. Most promise dramatic gains in both new students and retention if you only follow their recipe or subscribe to their software solution. UNO had taken this approach nearly five years ago (2011-12), but found the consultant’s prescriptive approach lacking.

As a logical next step in 2014-15, the institution expanded on this initial work and advanced an internal, campus-wide strategic enrollment planning process that identified and incorporated a set of strategic planning elements in support of the original 20x20 enrollment goal. The specific strategic planning elements include: the creation of a core planning team (20x20 Leadership Team), academic growth planning, recruitment planning, retention planning, integrated communications planning, and a required resource analysis.

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20X20 LEADERSHIP TEAM

A core leadership team was assembled in 2014 to advance the 20x20 campus-wide planning work. The team is co-chaired by Dean of the College of Public Affairs and Community Service, John Bartle, and Vice Chancellor for Student Affairs and Enrollment Management, Daniel Shipp. Other 20x20 leadership team members include: Gail Baker Deborah Smith-Howell

Executive Director to the Chancellor and Dean of the College of Communication, Fine Arts, & Media Associate Vice Chancellor for Academic Affairs and Dean for Graduate Studies

Hank Robinson

Interim Executive Director of the Peter Kiewit Institute and Associate Vice Chancellor of Research & Creative Activity Director of Institutional Effectiveness

Omar Correa

Associate Vice Chancellor of Enrollment Management

Jonathan Benjamin-Alvarado

Assistant Vice Chancellor of Student Affairs

Erin Owen

Executive Director of University Communications

Bret Blackman

Chief Information Officer

Bruce Grogan

Interim Co-Director of International Studies and Programs

Patrick McNamara

Interim Co-Director of International Studies and Programs

Jerilyn Kamm

Director of Graduate Admissions and Student Support

Lanyce Keel Kristina Cammarano

Senior Director for Information Services and Director of Campus Distance Education Senior Director for Student Success

Emily Poeschl

Director of Marketing

Scott Snyder

The 20x20 leadership team continues to refine and further develop the institution’s strategic enrollment planning effort in support of the 20x20 goal. The work of the team has included academic and cocurricular program planning, strategic communication development and coordination, data analysis, technical system solutions, enrollment forecasting, and resource analysis and planning. The leadership team makes recommendations to the Senior Vice Chancellor for Academic and Student Affairs.

DATA INFORMING AND LEADING ENROLLMENT DECISIONS AND STRATEGIES UNO has made data organization, coordination, and analysis a high priority over the last four years. Data is now used to both inform and lead our enrollment decisions and strategies.

From the outset UNO has included senior staff members from both the Offices of Institutional Effectiveness and Information Services as key members of our 20x20 Leadership Team.

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ACADEMIC GROWTH PLANNING 20x20 Strategic Enrollment Plan

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ACADEMIC GROWTH PLANNING

As discussed previously, UNO’s strategic enrollment plan supports identified academic program growth opportunities. Each of the six academic colleges at UNO recently completed a five year enrollment planning process where they identified specific growth opportunities and the requisite resources (i.e. human, space, and operational) needed to increase headcount and also ensure academic program quality. Specifically, each academic dean was asked to identify program growth opportunities within their college and forecast an estimate of student enrollment over a five-year period.

The enrollment projections below were not designed to meet a specific target; but rather in each college, the projections were used to identify program growth opportunities by the various deans, associate/assistant deans and department chairs. In considering the growth scenario below, each college dean provided the Senior Vice Chancellor with a list of key faculty and program investments needed to pursue their identified growth opportunities.

20X20 ACADEMIC GROWTH PROJECTIONS The combined enrollment projections for the growth scenario below average an annual growth rate of over 5% with an associated 2020 enrollment forecast of 20,408 students.

Figure 1. 20x20 Academic Growth Projections by College 2020 – 2021 Enrollment

Additional Students

% Increase

Arts & Sciences 4,976

808

19.39%

Business Administration 3,276

866

35.93%

Education 3,351

884

35.83%

1559

52.7%

Information Science & Technology 2,094

939

81.6%

Communication, Fine Arts, & Media 1,586

170

11.96%

5225

35.85%

-44

-6.75%

5181

34.02%

Public Affairs & Community Service 4,516

Sub-total 19,799 Adjustment* 609 TOTAL 20,408

*Adjusts for double-counting and undeclared, and difference between projected and actual The scenario represented in Figure 1 makes it is possible to identify enrollment growth targets on an annual basis and provide strategic guidance for future investments in new faculty and support positions among the six academic colleges. In addition, this level of detail in academic program forecasting is essential for enrollment management and communication units to include in, and inform, future student recruitment strategies. Appendix A includes a detailed review of specific academic growth opportunities identified by program within each college.

In considering new or expanded enrollment growth opportunities, it should be noted here that each academic college routinely evaluates student interest in academic programs and makes recommendations for opportunities to delete or consolidate programs to the Board of Regents and the Nebraska’s Coordinating Commission for Postsecondary Education. Examples of such deletions and consolidations are included in Appendix B.

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RECRUITMENT PLANNING 20x20 Strategic Enrollment Plan

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RECRUITMENT PLANNING

The recruitment plan addresses the changing landscape of higher education, nature of recruitment, and institutional needs. According to McGee (2102), “This is not the time for dreamy future-gazing or stubborn commitment to past practice. Nor is it a time to wallow in a sea of gloomy news. Rather, the imperative is to address the realities of our environment in a forward thinking, grounded and assertive way. In the end, our aspirational ambitions must align with our operational realities” (p.6).

The Enrollment Management team utilizes data as well as information on the market and competition to make decisions here and now, decisions that will allow us to reach our goals in spite of the tough competition and external market and financial pressures. Sigler (2007) reminds us that the times of doing things because they felt good are over, and every strategy needs to lead toward our goals in a direct and intentional way.

For the Office of Admissions, the following guiding principles provide a framework for the current recruiting plan and its ongoing development and evaluation: •

Hire, develop and train a recruitment team of individuals who are passionate about education, have a good work ethic and demonstrate excellent social, emotional, and intercultural competencies

•

Excellent guest service at all times/exceed expectations as an operational priority

•

Effective response time—routinely exceed student and family expectations

•

Leverage technology to more efficiently serve students in the recruitment funnel

•

Campus-wide collaboration is essential

Over the past four years UNO has increasingly followed these guiding principles, including the use of data to develop and focus both undergraduate and graduate student recruitment strategies. This has allowed the campus to better use limited human and operational resources to identify and expand key student markets (i.e. new students in/around the Omaha Metro area, “completer” students with some college credit, but without a completed four year degree in our surrounding counties, community college students, and military and veteran students). Additionally, enrollment management units are also in the process integrating international student recruiting more intentionally into specific enrollment strategies.

Figure 2 demonstrates that UNO’s total enrollment has continued to advance in both undergraduate and graduate student populations over the past decade.

Figure 3 demonstrates that a large part of UNO’s enrollment success over the past five years has come from increases Figure 2. Administrative-Site Head Count Enrollment Fall 2004 through Fall 2015

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RECRUITMENT PLANNING

in new students in both undergraduate and graduate programs. Most recently, in the fall of 2015, the campus increased first year cohort and transfer student enrollment by 8.6% and 8.2% respectively. Additionally, new graduate student enrollment was up 10.1% in 2015, and overall, has moved up 32% in the last five years.

These are historic enrollment gains and represent only the beginning steps toward the ultimate goal of enrolling 20,000 students in 2020.

Figure 3. New Student Enrollment Trends From 2010 Through 2014

As both a metropolitan and international destination institution, UNO has a clear advantage in attracting and serving specific enrollment populations. Combined with an emerging emphasis on the academic growth opportunities identified by each college and a thorough analysis of the Metro Area and State of Nebraska higher education market, the enrollment management team has identified the following priority opportunities to focus on in the coming enrollment cycles.

IDENTIFIED UNDERGRADUATE AND GRADUATE ACADEMIC PROGRAM GROWTH OPPORTUNITIES Through collaborative work with Academic Affairs, colleges and academic departments, specific areas for growth have been identified by college. These identified areas will inform strategic recruitment and communication efforts over time to support institutional growth (refer to Appendix D).

AFRICAN AMERICAN STUDENTS FROM THE METRO AREA African Americans are a growing population in the Omaha Metro area. Beyond the rise in population, there has also been an increase in opportunities, groups, and services that are focused on increasing the college going rate of this group.

LATINO/A STUDENTS FROM THE METRO AREA As with African Americans, Latinos are a fast growing college bound group in Omaha. In 2015, Latino students made up the largest ethnic group at UNO. There are additional opportunities to continue to grow this market with the long-term goal of becoming a Hispanic serving institution.

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RECRUITMENT PLANNING

ACTIVE MILITARY, VETERAN, AND DEPENDENT STUDENTS Military students, veterans and dependents continue to take advantage of their benefits and assistance for college. UNO has been named the top four-year institution in the nation for service men and women

by Military Times magazine for the past two years because of retention rates and student support services.

This recognition continues to attract service men and women looking to utilize their military benefits.

SELECTED OUT OF STATE STUDENTS FROM TARGET STATES •

Iowa

•

South Dakota

•

Minnesota

•

Colorado

•

Kansas/Missouri

•

Puerto Rico

INTERNATIONAL STUDENTS FROM HISTORIC AND EMERGING PARTNER COUNTRIES •

China

•

Oman

•

Saudi Arabia

•

India

•

Brazil

TRANSFER STUDENTS FROM TWO AND FOUR YEAR INSTITUTIONS Community college students represent a significant population of opportunity for most metropolitan institutions. UNO has developed a number of important community college partnerships in the Metro Area and state of Nebraska for students to continue their education and earn a four-year degree in Omaha. Specifically, UNO has developed a national best practice partnership with Metropolitan Community College (MCC) where students can transfer in specific, approved general education course credits. The MCC agreement has served as a blueprint for expanding existing community college partnerships and securing new educational partners in Nebraska and Western Iowa.

ADULTS AND CONTINUING STUDENTS In a recent survey of census data (2014), it was determined that there are nearly 250,000 individuals living in Douglas and Sarpy counties that have earned a high school degree and some college credit, but have not completed a four-year degree. Because of its overall affordability, degree flexibility, and customized support services, UNO is well positioned to attract and graduate a significant number of these adult learners in the Omaha Metro area.

GRADUATE STUDENT OPPORTUNITIES The Office of Graduate Studies, working closely with the academic programs, has identified some areas of opportunity such as international, minority, and out-of-state students for specific academic programs.

In an effort to attract the identified student populations above, a number of highly integrated strategies and actions have been developed and are being initiated by academic, student affairs, and enrollment management units. Highlights of this work include the following initiatives and improvements that have either been recently completed or are underway and/or planned in the immediate future:

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RECRUITMENT PLANNING

•

Strategic sponsorship and participation in corporate events such as YP Summit, ICAN, SHRAM

•

Target recruitment at regional college fairs and campus visits

•

Workshops and toolkit for graduate programs recruitment of underrepresented groups

•

Restructuring of international admissions and recruitment (to be completed Spring 2016)

ACADEMIC IMPROVEMENTS Academic colleges have many initiatives either planned or underway that are focused on growing enrollments. Some specific examples include: •

The College of Education (COE) and the Metropolitan Omaha Educational Consortium (MOEC) have partnered to develop teaching academies

•

COE faculty is actively recruiting African American males to the teaching profession

•

COE has developed a joint community college cohort proposal to increase the early childhood education workforce in Columbus, NE

•

COE has created dual major programs with the College of Arts and Sciences (A&S)

•

The College of Information Science and Technology (IS&T) has partnered with COE and A&S to develop both a computer science and engineering education endorsement

•

COE’s library program is moving to a distance only platform that will allow for expanding enrollment both nationally and internationally

•

COE has established 25 new scholarship funds over the past six years to support students

•

A&S is in the process of hiring a transfer advisor to assist with on-boarding students

•

A&S developed a “love your major” program designed to promote A&S majors and help students better understand the value of their degrees

DEVELOPING NEW ACADEMIC PROGRAMS Colleges continue to develop new programs to meet workforce need and student demand. These programs are reflected in the colleges’ growth planning assumptions and include areas of concentration such as data science, computer science, neuroscience, emergency management, and biomechanics.

EXPERIENCE MANAGEMENT IMPROVEMENTS Enrollment Management units are currently evaluating systems and procedures throughout the campus to ensure that the undergraduate enrollment experience is student-centered and not process/institution-centered. This philosophy focuses on treating students and families as guests. Recently, a Director of the Undergraduate Student Experience was hired to focus on removing all possible enrollment barriers and obstacles for students. In sum, the position is charged with reviewing all areas involved in the student enrollment process and identifying any/all areas that can be improved.

ENHANCED SEARCH PROCESS Enrollment staff has identified the prospect pool as an area of improvement in order to increase the recruitment of students in traditional and new markets. Due to the increase in competition and the attempt to continue engaging students in the recruitment progression, the search process has also continued to evolve. Until

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RECRUITMENT PLANNING

the most recent enrollment cycle, UNO has purchased primarily senior names. In an effort to begin building relationships with high school students and families earlier, the admissions staff intends to begin purchasing search of names of sophomores this summer (2016). This practice will allow UNO to create better brand awareness among area high school students and increase the application pool by the time the students reach their senior year. The strategic purchasing of names will be guided by an ongoing assessment of enrollment pathways. Such analysis will be important in setting and recalibrating recruitment goals by region and school.

INTEGRATED MARKETING COMMUNICATION PLANNING Keeping in touch with prospective students is crucial to the process of recruitment and admissions.

Historically, UNO has utilized a calendar based communication strategy. This approach, while expedient and easy to execute, is not completely effective as it ignores critical communication opportunities that can and should happen during the student recruitment process.

At present, Enrollment Management’s staff have developed a recruitment funnel and calendar-based strategic communication plan to be executed starting in 2016. Part of the plan includes the use of social media in the recruitment process, as well as, evolving the sophistication of the CRM tool to communicate more efficiently and effectively with students. In partnership with University Communications, the Enrollment Management Division is increasing and improving UNO’s digital footprint to make sure that the institution is engaging students in relevant forms of digital communication.

Finally, it is important to note that University Communications and Enrollment Management teams have begun meeting regularly in an effort to better coordinate and align limited institutional marketing and recruitment resources. This valuable collaboration has already led to the development of the current Know the O campaign that is intended to both increase regional awareness and also involve local alumni in recommending UNO as a priority college option to family and friends.

FINANCIAL AID LEVERAGING A faculty and staff taskforce is exploring opportunities to enhance the support and scholarships model to better leverage the state funded financial assistance (remissions) available to students. The remission funds are currently organized in a decentralized system that can sometimes lead to disconnected decision-making that does not completely maximize funding options for students. The taskforce has already implemented several key system changes and is exploring new ways to optimize the available remission dollars and find opportunities to leverage them in an effort to more strategically recruit and support students.

STRATEGIC STAFFING AND KEY PROGRAM INVESTMENTS In order to support the projected enrollment growth, the Enrollment Management and Student Affairs divisions have continued to make, wherever possible, strategic hires, develop critical campus and community partnerships, and re-structure units based on efficiency and sensible realignment opportunities. The following is a list of some of the positions that have been recently hired and some of the partnerships that have been developed to advance the 20x20 enrollment goal: •

Coordinator for Multicultural Recruitment and Retention

•

Director for Undergraduate Student Experience

•

Coordinator for Diversity and Community Outreach

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RECRUITMENT PLANNING

•

Retention Coordinators for Dreamers Pathway Scholars and College Possible

•

Liaison team for OPS outreach, in partnership with Academic and Career Development Center and Multicultural Student Office

•

Coordinator for Articulations and Community College Relations

•

Events position to plan and coordinate yield receptions

ACTIVATE ALUMNI NETWORK In an intentional effort to engage UNO’s alumni network and maximize student recruitment efforts, staffs in Student Affairs and Enrollment Management have been recently charged with developing and sustaining institutional affinity groups/chapters (i.e. athletic, cultural, social, and academic). Once established, it is intended that these alumni groups assist admissions staff with local and regional recruitment efforts. Eventually, it is planned that these alumni affinity groups/chapters will expand to national and international markets.

GRADUATE INITIATIVES The Office of Graduate Studies has made significant changes in the past five years in order to better support recruitment, retention, and graduation. These efforts are focused on three general goals: •

Image and Awareness: Increase opinion leaders and potential target audiences awareness and knowledge of the quality and scope of graduate education at UNO;

•

Admissions, Enrollment, and Retention Support: Provide and enhance high quality support for potential and current students and the faculty/staff of the graduate programs; and

•

Graduate Student Services: Provide and enhance graduate student support services

A few examples of recent improvements include (1) a multi-year image awareness communication campaign in collaboration with University Communication as well as college and academic programs that includes local and regional advertising, targeted sponsorships, and on-site events for corporations and universities; (2) the development of all new or revised print and electronic communication for prospective and admitted students; (3) development of a recruitment and promotion toolkit for graduate programs to ensure coordination and consistency with UNO branding; (4) review and revision of all business processes and implementation of new business systems to ensure more efficient and better student support; (5) staff support for cohort enrollments; (6) the development of admissions and enrollment dashboards to assist graduate programs in the recruitment and retention of students; (7) review, reallocation, and creation of new graduate assistantships; and (8) expanded graduate student services and support such as graduate student travel awards, writing center support, topical workshops, and expanded orientations

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RETENTION & COMPLETION PLANNING 20x20 Strategic Enrollment Plan

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RETENTION & COMPLETION PLANNING

Recruiting new students is important to achieving the 20x20 goal, but improving student success (i.e. improving student retention and completion rates) represents the most obvious and cost effective opportunity to growing student enrollment over the next five years. It will take a balanced approach to attracting both new students and retaining current students if UNO is to reach the ultimate goal of enrolling 20,000 students. This section will address both the guiding philosophy and initiatives underway that have already begun to shape and improve UNO’s retention and completion student outcomes.

Since 1975, two seminal works have helped frame the concept of undergraduate student success for both higher education researchers and practitioners. Sandy Astin’s research best presented in Preventing Students from Dropping Out (1975), and Vince Tinto’s (1975) interaction-based theoretical synthesis have guided policy development and professional practice related to student success in enrollment management for over the past 30 years. Astin’s retention research has focused on individual student variables like age, gender, ethnicity, and place of residence.

Dating from the same period of time, Tinto developed his theory of engagement that suggested that persistence was directly related to students’ attachment of their academic and social life to their commitment to their institution and to their aspirations for a degree. Central to Tinto’s theory is the idea that greater student commitment and integration lead to a greater likelihood that a student will be retained by the institution (Braxton, 2000; Braxton & Lien, 2000; Tinto, 1975, 1988).

It is important to note at the outset that student retention and graduation rates are best described as only partial indicators of student success— necessary, but insufficient in capturing the whole picture. Carol Schneider, President of the Association of American Colleges and Universities, extended this idea by asserting that, “a college degree is meaningful, after all, only when it represents forms of learning that are both valued by society and empowering to the individual. Twenty-first century metrics for student success need to capture that reality. They need to address evidence about the quality of learning as well as evidence about persistence and completion (2008, p. 2).”

From time to time student success and learning must be recalibrated to respond to the needs and realities of a changing world. Meeting this challenge today will require institutions to design curricular and co-curricular learning experiences that support student success within the framework of large transformative, global change (i.e. intercultural, social, environmental, technological, and scientific).

After a semester of campus-wide planning in the fall of 2012, five initial retention and completion improvement strategies were identified and initiated. Each strategy identified below has either been completed or represents an ongoing initiative.

1.

Develop an Academic and Career Development Center (completed fall 2013)

2.

Develop a financial literacy outreach effort and educational program (multiple ongoing efforts)

3.

Improve support systems and programs for underserved students (multiple ongoing efforts)

4.

Develop an early alert system to identify struggling students (completed fall 2014)

5.

Sustain a campus culture of caring involving both faculty and staff (multiple ongoing efforts)

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RETENTION & COMPLETION PLANNING

Since establishing the five initial strategies, staff and faculty have continued to build on these efforts and identify and prioritize new initiatives intended to improve student retention and completion rates. Significant examples associated with this student success work in both academic and student affairs includes: GENERAL EDUCATION CURRICULUM The new general education curriculum provides all students, regardless of major, core foundational experiences that apply to all degrees and majors. Additionally, the new curriculum has enabled UNO to improve the process for transfer students, especially those from Nebraska community colleges.

DEGREEWORKS IMPLEMENTATION UNO recently implemented DegreeWorks, allowing students to see their degree completion status in real time.

HEALTH SCIENCES ADVISING CENTER The College of Arts and Sciences is developing a new, specialized advising unit that will service the many students attending UNO who intend to pursue a career in a health-related field.

PRE-ORIENTATION MATERIALS Specific academic colleges like Arts and Sciences have developed pre-orientation materials designed to help their students prepare for a successful entry into the College and UNO. STUDENT AFFAIRS REORGANIZATION Informed by relevant literature, best practices, and focused on UNO’s unique opportunities to support student success, the Division of Student Affairs underwent a comprehensive organizational review in the fall of 2012. The newly conceived Division has been reorganized to support institutional enrollment goals in the following four priority program areas: achievement, wellness, involvement, and inclusion.

In collaboration with staff in Enrollment Management and Academic Affairs, Student Affairs staff has begun the important work of engaging students in systematic ways with high impact practices designed to enhance learning and improve retention and completion rates at UNO. ONE STOP WELLNESS CENTER During the spring and summer of 2013 Counseling Services was relocated from the Eppley Administration Building to the Health, Physical Education, and Recreation Building (HPER). The rationale for the move was to develop a one-stop “wellness” shop for students that include health, counseling, and recreation services.

CAMPUS SPIRIT IMPROVEMENTS In the fall of 2013 a campus taskforce comprised of relevant faculty and staff began the process of developing a series of recommendations to improve and enhance campus spirit and community connections for students. In particular, the group has been charged with identifying and implementing strategies to improve student spirit/involvements associated with campus athletic activities (i.e. spirit clubs, cheer teams, pep bands, event attendance, etc.).

STUDENT SERVICE AND LEADERSHIP COLLABORATIVE In preparation for the Community Engagement Center’s (CEC) completion in the spring semester of 2014, a student service and leadership program was developed to involve and coordinate student service commitments and events throughout the campus. The program provides opportunities for students to develop and refine essential leadership skills. Also, it is intended that this new program model will serve to better connect students to community engagement-related programs and services.

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RESTRUCTURED FIRST YEAR EXPERIENCE COURSE In the fall of 2015 a small group of faculty and staff finished reviewing and revising the traditional first year experience course. The course was reconfigured as a hybrid class, which includes both online, and in class learning elements. Its purpose is to help prepare traditionally underprepared students learn how to succeed in college.

STUDENT SUCCESS OFFICE In the fall of 2014 a Senior Director of Student Success position was created has been charged with coordinating retention initiatives across academic and non-academic units. The position has been responsible for reengineering new student orientation (i.e. creating both an online and in-person orientation option for students) and coordinating/supporting re-enrollment efforts in each of the academic colleges.

PACE 1.0 EARLY ALERT SYSTEM In the fall of 2015 members of Institutional Effectiveness, Information Services, and Student Affairs leadership teams completed the development of an early alert system that allows academic advisors and student success staff members to monitor, identify, and support struggling students. Figure 4 is recent example of the PACE report and demonstrates how the tool is being used to identify and pursue student re-enrollment opportunities by academic college.

Figure 4. PACE Report Dashboard | Beginning Of Spring 2016 College

Total Enrolled

% Enrolled

Total Not Enrolled

% Not Enrolled

Total

Arts & Sciences

3,956

68.32%

1,834

31.68%

5,790

Business Administration

1,882

74.80%

634

25.20%

2,516

Education

1,298

78.67%

352

21.33%

1,650

Public Affairs & Community Service 2,061

63.36%

1,192

36.64%

3,253

Information Science & Technology

852

74.15%

297

25.85%

1,149

Communication, Fine Arts, & Media 943

73.33%

343

26.67%

1,286

TOTAL

70.26%

4,652

29.74%

15,644

10,992

HOUSING MASTER PLAN In 2014-15 UNO partnered with Hastings+Chivetta to evaluate the current and future demand for student housing. The housing study identified that UNO could feasibly grow its on campus-housing footprint by another 900 beds by 2020. The rationale from the study was used to advance the development of a new Pacific Street housing facility in 2015—projected to add over 400 beds to UNO’s campus inventory in the fall of 2017. While this facility represents a much needed addition to the campus, it should also be noted that additional housing will be needed quickly thereafter to meet student demand and support UNO’s expanding enrollment.

PACIFIC CAMPUS HOUSING PROJECT In the fall of 2015 UNO received approval from the Board of Regents to partner with Tetrad Inc. to build a new Pacific Campus housing facility. The $38M facility is scheduled to open in 2017 and will add another 400 beds to the institution’s overall housing footprint. This is a critical investment needed to support both current on-campus housing demand and address planned future growth.

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RETENTION & COMPLETION PLANNING

MAVERICK LANDING STUDENT SERVICE HQ A critical part of the new Pacific Street housing facility will be the addition of a 14,000 square foot student service and support center. The new support space will include student study and social spaces, campus headquarters for the Academic and Career Development Center (featuring walk up academic and career advising), enrollment express service center (featuring walk-up enrollment advising), and the starting place for all campus visits.

ACTIVE MILITARY AND VETERAN STUDENT SUPPORT The development of the Military and Veteran Services Office is a great example of how UNO is expanding its culture of caring to include all students—especially active military, veterans, and dependents. A military/veteran learning community has been created that focuses on outreach education and follow up support and service. This focus has propelled UNO to being recognized as the nation’s #1 militaryfriendly institution each of the last two years by Military Times magazine (2014 & 2015).

AFRICAN AMERICAN STUDENT SUPPORT In reviewing the retention and completion data for the past ten years, it becomes apparent that the enrollment and overall success of African American students represents a significant opportunity for improvement. In an effort to improve African American retention and completion rates, several important initiatives were launched over the course of the past year (2014-15). For example, a staff member was recently promoted and one member hired in Multicultural Affairs that are focused primarily on monitoring progress and supporting African Americans students. Additionally, two student groups (The Brotherhood and Sisterhood) were initiated in the fall of 2014 as part of a peer-based retention initiative with the intent of assisting African American students to build and maintain a vibrant community on campus.

COLLEGE POSSIBLE PROGRAM COLLABORATION One of UNO’s most important high school to college access partners is College Possible (CP). In the fall of 2015 there were nearly 200 former CP program participants enrolled at UNO. In an effort to support this growing student population, a College Possible learning community was created and a coordinator was hired with the intent of monitoring and supporting CP students.

DREAMERS PATHWAY SCHOLARS In the summer of 2015 private funding was made available to award 25 Dreamer scholarships (with the goal of awarding 50 scholarships by 2017) and hire a full time program coordinator. This funding represents a much needed investment that will support a growing segment of UNO’s enrollment base.

GENDER AND SEXUALITY RESOURCE CENTER In 2014 the Gender and Sexuality Resource Center was created, and a Director was hired, to provide LGBTQIA support and education resources for the campus community. It is anticipated that the presence and function of this new center will contribute to both student recruitment and retention goals.

INTERNATIONAL STUDENT SERVICE IMPROVEMENTS The Office of International Studies and Programs is currently undergoing a planned reorganization (201516). As a result, the campus is in the process of reviewing how to improve and more fully integrate international student support services. It is anticipated that the integration of student services will contribute to improving both the recruitment and retention of international students.

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RETENTION & COMPLETION PLANNING

WELLNESS STRATEGIC PLAN Over the past two years (2014-15) a faculty and staff taskforce has completed the development of a wellness strategic plan for the campus. The purpose of the plan is to more intentionally coordinate and better align wellness-related services and educational programs throughout the university. Specifically, one of the resulting actions associated with the planning process has been to develop a wellness self-assessment administered as part of new student orientation. The wellness survey was created to help students identify areas of concern prior to the beginning of their first semester at UNO. Wellness care team members review the survey results and devise specific intervention and support strategies as needed during the first semester of classes.

STUDENT SUCCESS WEBSITE Staff are currently (2016) in the process of developing a student success website that will offer a convenient, online one-stop resource for UNO students. The intent of creating this website is to reduce student anxiety searching for campus resources and increase the capacity for student problem solving.

ALUMNI CHAPTERS INITIATIVE Currently (2016) lead staff in Student Affairs, Enrollment Management, and University Communications are working with staff members from the Alumni Association and NU Foundation on developing a variety of alumni affinity groups and chapters. It is intended that the development of the chapters will not only help with campus recruitment and retention initiatives, but also serve as an employment/internship network for current students.

ACADEMIC COACHING PILOT The current academic coaching pilot (2015-16) is designed to support students referred by the Office of Financial Support & Scholarships who were granted an appeal to a suspension of financial aid and require more than one semester to regain satisfactory academic progress (SAP). All participants will complete a standardized academic coaching self-assessment followed by subsequent coaching sessions tailored to the specific needs identified. Staff in the Academic and Career Development Center are currently in the process of analyzing the results of a fall 2015 end-of-the-semester coaching evaluation along with participant grades/progress toward regaining SAP. CAMPUS STRENGTHS INITIATIVE Beginning in the fall of 2015, UNO is in the process of establishing a campus-wide, coordinated approach for delivering the Gallup StrengthsQuest assessment as part of its renewed focus on co-curricular learning. It is intended that the UNO Strengths Initiative will contribute to enhancing the wellness of the Maverick community; contribute to an actively engaged and thriving campus; and coach students to excel at building measurable competencies in cocurricular learning outcomes. It is anticipated that this initiative will contribute to improving student success at UNO. ACADEMIC ADVISING INVESTMENTS Over the past decade, UNO has used benchmarking data from the National Survey of Student Engagement (NSSE), to identify opportunities to improve academic advising within each of the six academic colleges.

This increased focus has led to the hiring of additional advisors and the creation of the Academic Advising Council to help coordinate and improve the quality of advising across the colleges.

ESTABLISH EMERGENCY SUPPORT FUND In 2015 the Senior Vice Chancellor’s Office worked with private donors to create a “just in time” emergency fund to support students experiencing unusual hardships that prevent them from re-enrolling at the university.

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RETENTION & COMPLETION PLANNING

ACADEMIC SUCCESS CENTERS UNO has continued to invest in supporting student learning through the development of academic success centers.

For example, the Math-Science Learning Center (MSLC) is a place where UNO students can find the assistance they need to conquer academic challenges in Math and Science. Model students serve as tutors, supplemental instruction leaders, and study group facilitators trained to assist their peers in achieving academic success. The MSLC houses meeting alcoves, study/tutoring space, tutorial computers and reserve study materials. It also offers academic consultation for students seeking to increase their overall learning effectiveness and efficiency.

Other examples of academic support services at UNO include the Speech and Writing Centers. Both work similar in purpose to the MSLC and are focused on supporting and strengthening students’ academic skills.

LEARNING COMMUNITIES Such dramatic gains in student completion rates can only be accomplished if these new and enhanced retention strategies are coupled with UNO’s successful history in expanding learning community opportunities for undergraduate students. The investment in learning community experiences for undergraduates is a critical component of UNO’s current and future strategic enrollment plan. Figure 5 shows that UNO continues to add to the numbers of students involved in its traditional learning community programs.

This cohort-based strategy is important to UNO’s student retention and completion goals as Figure 6 underscores the significant first to second year retention advantage that students involved in the Thompson Learning Community enjoy compared to their peers without a learning community involvement. Students involved in other learning communities such as the Goodrich Program, Honors, Project Achieve, athletic teams, etc., enjoy similar support advantages that help them to stay enrolled and complete their degrees at rates well above the campus average.

Figure 5. Learning Community Enrollment From Fall 2010 Through Fall 2015

Figure 6. Second Year Retention by Entering Cohort From Fall 2010 Through Fall 2014

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RETENTION & COMPLETION PLANNING

The initiatives and actions mentioned here represent a brief overview of some of the most consequential student successrelated initiatives that are either already taking place on campus or planned in the near future. Viewed together as an integrated strategy, they continue to advance UNO’s goals of improving student retention and completion rates. It should be noted here that there are already early signs that these integrated strategies are having an initial, positive affect on student retention. For example, first to second year retention recently climbed to a new institutional high in 2013 when it rose nearly 6% over a two-year period (72% to 77.4%). This is an important indicator that the student success strategies described previously are already beginning to take root and positively impact student success at UNO. Since 50% of student attrition typically happens within the first two years of school, improving first to second and second to third year retention is critically important to UNO achieving its identified completion goals. Moving from a historic, four-year graduation rate of approximately 15% to 30%, and a six-year graduate rate of approximately 45%-60%, would place UNO as the national aspirant for almost all other metropolitan institutions. Figures 7 and 8 place UNO’s completion goals in context with other selected metropolitan peer institutions (Appendix C).

Figure 7. Four-Year Graduate Rates Including Projections Through Fall 2020

Figure 8. Six-Year Graduation Rates Including Projections Through Fall 2020

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RETENTION & COMPLETION PLANNING

Given the challenging complexity of an urban and metropolitan student population, it is important to account for, and also address the increased cost of helping more students stay enrolled and graduate from college. It is now widely understood that the chances of earning a college degree (both two- and four-year) vary not only among types of institutions, but also among student groups. For example, a 2003 study showed that beginning students from high- income backgrounds (dependent family incomes of $70,000 or greater), 65 percent earned some type of college degree within six years, with 56 percent earning a bachelor’s degree. In comparison, only about 50 percent of youth with dependent family incomes of less than $25,000 earned some type of college degree within a six year period with 26 percent earning a bachelor’s degree, 14 percent an associates degree, and slightly over 10 percent a less than two- year certificate (NCES, 2003).

There are well-studied reasons why these outcome differences are so dramatic that help to explain the difficult challenge facing institutions like UNO as their enrollments of lower socioeconomic, first generation students continue to grow. Tinto organized the reasons for these differences into the following four categories. The category descriptions help to explain the paradox that metropolitan and urban institutions like UNO face as they search for strategies and the requisite resources to support this growing population of underserved/underprepared students (Tinto, 2004).

DIFFERENT ACCESS POINTS Approximately 64 percent of beginning college students from high-income families first entered higher education via public and private four-year institutions, compared to only 41 percent of beginning college students whose dependent family incomes were less than $25,000 (NCES, 2003a).

PREPARATION DIFFERENCES A 2001 study by Cabrera, LaNasa, and Burkum of high school sophomores whose educational careers were followed over 13 years revealed that only a quarter of low-income youth were academically well-prepared for college—measured as high school grade point averages of B+ to A—at the time of high school graduation, and only half of those students (or about 13 percent of all low-income youth) gained access to a four-year college or university. By contrast, nearly 60 percent of highincome youth were academically well-prepared for college and over three quarters of them (about 45 percent of all highincome youth) entered a four-year college or university.

SOCIAL AND CULTURAL BARRIERS Among all students who were academically well-prepared, approximately 35 percent failed to earn their bachelor’s degree within six years from any institution. Among well-prepared, low-income students, the figure is even higher, 42 percent, compared to 19 percent of well-prepared youth from high-income families (Cabrera, LaNasa, and Burkum, 2001). In some cases these students are important contributors to the economic well being of their families, so their attempts to combine the roles of family provider and student or their inability to contribute while enrolled may undermine their academic commitment and performance. In some cases, these students may feel that they do not belong or are not welcome on a campus that is an alien environment for them. Consequently they are neither firmly attached to the campus nor integrated into higher education and the result is diminished academic progress.

UNMET NEED Low-income students have substantial “unmet need”—the balance remaining after all financial aid and their family/student contribution towards the cost of education is taken into account—at all types of higher education institutions. Faced with this unmet need, low-income students select two-year institutions rather than four-year options, reduce their attendance from full-time to part-time, live off campus rather than on campus, and work longer hours. All of these behaviors significantly reduce the probability that they will persist to completion of a four-year degree (Advisory Committee on Student Financial Assistance, 2001).

The planning assumptions included in this document take into account UNO’s unique metropolitan mission and the student challenges outlined by Tinto. As part of this strategic enrollment planning process, a detailed review of both the academic and non-academic resource requirements has been calculated and included in the final section of this plan. It is anticipated that continued, investments in the retention and completion initiatives outlined previously will contribute to UNO accomplishing its identified four (30%) and six year (60%) completion goals in 2020.

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INTEGRATED MARKETING COMMUNICATIONS PLANNING 20x20 Strategic Enrollment Plan

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INTEGRATED MARKETING COMMUNICATIONS PLANNING

The development of an effective communication and marketing strategy is an essential part of UNO’s current enrollment planning effort. Beginning in 2012, UNO made the decision to develop a University Communications office with the intention of creating an integrated marketing communication plan to help guide and coordinate its internal and external communication and marketing actions. Modesty has run its course.

This organizational focus on strategic communications has had multiple important benefits that are connected to UNO’s current strategic enrollment planning. Specific benefits include: • Recognition of the responsibility to share story with key audiences • Resources dedicated to build Integrated Marketing Communicationsinfrastructure • Development of UNO’s “brand” • Campus guidelines for brand consistency • Coordination of internal and external institutional marketing strategies • Protection of UNO’s reputation in times of crisis • Data based decision-making utilizing analytics Since the creation of the Office of University Communications in March of 2013, UNO has won over 30 awards from professional peer organizations both locally, regionally and nationally.

The development of an integrated marketing communications plan for the institution has been critical to understanding what key audiences believe about UNO and affecting what they do in response to what they believe. This has an obvious and direct connection to student enrollment goals, and ultimately, student completion goals. UNO’s focus on strategic marketing communication planning has allowed the campus to define and begin sharing the fundamentals of its value proposition with a local and regional audience.

KEY MILESTONES ASSOCIATED WITH UNO’S CURRENT INTEGRATED MARKETING COMMUNICATION PLANNING: • Creation of the Office of University Communications (including marketing, digital communications, and crisis communication functions) • Created a comprehensive integrated marketing communication plan for the campus (updated annually) • Re-branded campus icons and developed an associated brand guide • Created an authentic value proposition and associated UNO Advantage book and Fact book • Initiated website conversion project to update outdated institutional website • Redesigned and launched main internal campus newsletter and weekly student newsletter • Initiated brand protection campus trainings to include crisis communication protocols; licensing coordination procedures; and trademark of campus icon usage • Created Maverick Communications network of departmental campus communicators • Completed baseline institution perception study in 2014 (another survey planned for 2016) • Partnered with Enrollment Management and Alumni Association teams to develop and launch the Know the O campaign in the fall of 2015 to continue general image awareness and engage UNO alumni in recruiting new students • Creation of the first Events unit that plans and manages events ranging from commencement to a visit from the President of the United States.

• Coordination of crisis communications training and management of crisis communications to internal and external audiences (Ex: Scott Village housing fire in March 2014) • The University Communications office will periodically review and evaluate UNO’s integrated marketing communication plan to ensure that it is appropriately aligned with the strategic enrollment plan and identified campus priorities.

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RESOURCE REQUIREMENT ANALYSIS 20x20 Strategic Enrollment Plan

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RESOURCE REQUIREMENT ANALYSIS

In developing this strategic enrollment plan, revenue and expense projections were calculated in an effort to better understand the institutional resource implications associated with enrolling 20,000 students by 2020. Both academic and non-academic (including administrative units such as Student Affairs, University Communications, Enrollment, Business and Finance, and Athletics) units throughout the campus participated in identifying specific resource requirements in relation to both growing and sustaining a much larger student footprint at UNO. Units were asked to consider current/historical-funding gaps and develop rationale for future priority needs based on professional standards and peer comparisons.

HISTORICAL FUNDING GAP ANALYSIS In estimating the institutional resources needed to reach the 20x20 enrollment goal, it is important to recognize and account for a historical gap in funding that has grown more apparent through the years since UNO joined the University of Nebraska System in 1968. This funding gap has often led to a reliance on private funds needed to address basic institutional needs (i.e. capital projects, scholarships, faculty positions, program supports, etc.). While the development of these private partnerships have been critical to overall institutional progress during the past several decades, it must be recognized that if UNO is to grow its student enrollment by nearly 25% over the next years, the funding gap will need to be sufficiently resolved.

STAFFING AND SALARIES Figure 9 charts represent a simple way to observe UNO’s funding gap by comparing its current numbers of employees and salary expenditures per 1,000 enrolled students to both UNK and UNL and other metropolitan peer institutions.

Figure 9. StafďŹ ng and Salary Comparisons

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RESOURCE REQUIREMENT ANALYSIS

These are important resource indicators to consider because as total enrollment increases among UNO’s peer group members, the number of administrative staff per 1,000 students tends to also increase. Also, it is important to note that UNO has the fewest numbers of administrative staff per 1,000 students among those schools closest to its enrollment size.

CREDIT HOUR PRODUCTION AND STATE APPROPRIATIONS Another critical resource disparity can also be observed below when comparing the numbers of student credit hours produced along with the average amount of state appropriations received by peer institutions. This simple analysis supports the idea that UNO is an underfunded, over-performing institution in relation to other metropolitan peers.

Student Credit Hours Produced (per 1,000 students)

State Appropriations (per 1,000 students)

UNO

Peer Institutions

19,927

18,793

UNO

Peer Institutions

$3.3M

$4.1M

SOURCE: Robinson, Cho, Liu: UNO-OIE, January 10, 2016 REMISSION DISTRIBUTION Analyzing the current tuition remission distribution within the Nebraska System is another way to view the funding gap that has developed at UNO through the years. Figure 10 below illustrates that UNL receives 57% of the NU remission budget and contributes about 48% of NU’s net tuition. By contrast, UNO receives just 16% of the NU remission budget and earns 24% of NU’s net tuition. This reality has contributed to creating a remissions deficit at UNO that requires Academic Affairs to divert a growing percentage of operational funds to cover this gap.

Figure 10. Tuition Remission Distribution Analysis % of NU tuition remissions % of NU total gross tuition % of NU net tuition UNL

57%

51%

48%

UNO

16%

22%

24%

UNMC

14%

12%

12%

UNK

8%

9%

10%

IANR

5%

5%

6%

NCTA

0.2%

0.3%

0.3%

REMISSIONS BUDGET ISSUE Under the current remissions structure, UNO receives an insufficient amount of funding necessary to meet the annual demands of both need and merit aid awards. For example, the 2015-16 remission budget totaled $16,921,643. However, in order to support the growth in new students (9% increase in first year students) and also support an increasing number of retained students, $18,465,556 was needed to fund all student awards. As a result, the campus needed to cover a remissions shortfall of over $1.5M this past year and will need to cover a projected shorfall of $2.7M in 2016-2017. This is a significant funding challenge for the campus as the remissions shortfall is projected to expand as the enrollment grows to 20,000 students. To that point, the remissions deficit is forecast to balloon to nearly $5M in 2020 (refer to Figure 11)

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2020 RESOURCE REQUIREMENT PROJECTION 20x20 Strategic Enrollment Plan

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2020 RESOURCE REQUIREMENT PROJECTION

To arrive at the estimated 2020 resource requirement projection below in Figure 8, revenue from tuition and fees was estimated and each academic Dean provided the Senior Vice Chancellor with a list of priority investments needed to support the program growth opportunities they had identified in their enrollment growth projections.

In addition, non-academic units were similarly asked to identify and estimate, priority resource needs based on enrollment growth projections so that a comprehensive 20x20 campus calculation could be completed.

As a result, Figure 11 below summarizes the campus calculation used to estimate the additional revenue the campus would receive from its projected enrollment growth and also account for what campus units identified it would take to successfully enroll 20,000 students by 2020.

NOTE: The methodology used to estimate tuition and fee revenue is explained in Appendix D. Figure 11. Estimated 2020-21 Tuition and Fee Revenue 26 SCH Undergraduate / 15 SCH Graduate

Undergraduate Graduate Total Refunds/Uncollectibles Remissions Net Tuition Income Identified Resource Needs (combined academic and non-academic total/2020) Net Resource Requirement

ENHANCED FUNDING Headcount SCH Tuition & fees 3,855 100,230 21,040,859 1027 15,405 3,941,424 4,882 115,635 24,982,283 (492,151) (4,979,516) 19,510,616 30,062,832 (10,552,216)

The identified resource needs calculated above ($30,062,832) can be divided into two categories: Identified 2020 Academic Resource Needs Identified 2020 Non-Academic Resource Needs*

$5,349,135 $24,713,697

*Non-academic needs can be further divided into the following university divisions and/or units (refer to Appendix F for specific expense projection details): Academic Affairs Admin Units (i.e. graduate studies, service learning, honors, etc.)

Athletics (i.e. campus support, full cost of attendance, Title IX, etc.)

Business and Finance (i.e. public safety, facility maintenance, human resources, etc.)

Enrollment Management (i.e. admissions, financial aid, registrar staff, etc.)

First Data/Research Institute (i.e. new faculty, staff, and operating funds) Information Services (i.e. hardware, software, contract services, etc.)

Institutional Effectiveness (i.e. analyst staff, professional development funds, etc.)

OASA Admin Office (i.e. FT OASA and contract support services) Student Affairs (i.e. advisors, mental health counselors, career advisors, etc.)

University Communications (i.e. marketing and advertising funds, staff, etc.)

20x20 Strategic Enrollment Plan

$1.3M $1.8M $5.3M $1.2M $4M $4.2M $90K $200K $5.2M $1.3M

33

2020 RESOURCE REQUIREMENT PROJECTION

UPCOMING CAPITAL PROJECTS In addition to the academic and non-academic resources identified previously, it is important to also account for a number of critical capital projects on the horizon that will require independent funding solutions.

Examples of specific projects on the horizon include (initial project estimate ranges included): First Data Facility Eppley Renovation

$17–$20.M $1.5–$2.0M

Maverick Landing Student Service Facility

$2.4M

Dodge Street Housing Facility

$25–$30M

Allwine Hall Renovation

(TBD)

SUMMARY In review, the purpose of this internal planning process has been to assess, first, what it would take to reach Chancellor Christensen’s institutional goal of enrolling 20,000 students by 2020 (20x20), and second, to determine the strategies and resources required to achieve the goal. This result of this campus planning effort has been to demonstrate that it is indeed possible for UNO to accomplish its 20x20 goal if specific strategies are supported and identified investments are made in academic and non-academic programs and services.

Deans, department chairs, and unit directors have already realigned existing resources to support a moderate growth strategy, but it is apparent that current campus funding levels cannot support the growth needed to reach the desired 20x20 goal. The resources required to attain the 20x20 goal have been catalogued and outlined in this plan, which provides an accountability mechanism to ensure that the resources will be used to both ensure academic quality and sustainable growth. This enrollment goal is clearly understandable to external and internal audiences; it is already permeating campus units and provides a direction for the future.

Moving forward, the 20x20 Leadership Team will be responsible for monitoring the essential metrics/ KPI’s (refer to Essential Enrollment Metrics/Appendix E) associated with the strategies outlined in this enrollment plan. Routine progress reports will be provided to the Chancellor’s Cabinet, OASA Executive Staff, academic deans, Strategic Planning Committee, and NU System officials.

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APPENDICES 20x20 Strategic Enrollment Plan

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APPENDIX A PROJECTED ENROLLMENT GROWTH BY COLLEGE

Arts & Sciences Business Administration Education Public Affairs & Community Service Information Science & Technology Communication, Fine Arts, & Media Sub-total Adjustment* TOTAL Percentage Increase Cumulative Increase

20142015 4,168 2,410 2,467 2,957 1,155 1,417 14,574 653 15,227

20152016 4,270 2,443 2,606 3,236 1,273 1,434 15,261 265 15,526 1.96% 1.96%

20162017 4,405 2,610 2,693 3,476 1,403 1,479 16,066 494 16,561 6.66% 8.76%

20172018 4,493 2,799 2,861 3,725 1,549 1,512 16,939 521 17,460 5.43% 14.66%

20182019 4,615 2,947 3,043 3,990 1,711 1,543 17,848 549 18,397 5.37% 20.82%

20192020 4,752 3,106 3,203 4,245 1,892 1,578 18,776 578 19,354 5.20% 27.10%

20202021 4,976 3,276 3,351 4,516 2,094 1,586 19,799 609 20,408 5.45% 34.02%

PROJECTED ENROLLMENT GROWTH BY PROGRAM FOR COLLEGE OF PUBLIC AFFAIRS & COMMUNITY SERVICE

BGS Social Work UG BS Aviation UG BS Emergency Management UG BS Crim&CJ UG BS Gero UG MPA Grad MSW Grad MPA/MSW dual Grad MPA/MSIS dual Grad MSW/MSCCJ dual Grad Soc. Gero Grad CCJ Grad Urban Studies Grad Public Affairs PhD Crim&CJ PhD Gerontology PhD Certif. Gerontology UG Certif. Gerontology Grad Certif. Public Mgt Grad Certif. CJ&SW Grad TOTAL

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20142015 1,250 132 124 38 794 35 138 192 10 1 7 25 61 19 26 22 16 42 17 8 0 2,957

20152016 1,350 150 140 70 834 55 146 200 12 2 12 54 70 20 25 25 16 37 22 11 5 3,256

20162017 1,458 153 149 80 875 80 155 205 12 3 15 56 75 25 25 25 16 32 22 15 10 3,486

20172018 1,575 156 158 90 919 105 163 210 13 4 15 58 80 27 25 25 17 34 24 17 15 3,730

20182019 1,701 159 170 100 965 130 172 215 13 5 20 60 85 30 25 25 18 36 26 20 15 3,990

20192020 1,837 162 185 110 1,013 135 183 220 14 5 20 62 90 32 25 25 19 38 28 22 20 4,245

20202021 1,984 165 200 120 1,064 140 194 225 15 5 25 64 95 35 25 25 20 40 30 25 20 4,516

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APPENDIX A PROJECTED ENROLLMENT GROWTH BY PROGRAM FOR COLLEGE OF COMMUNICATION, FINE ARTS, & MEDIA

Art/Art History UG Communication UG Communication Grad Music UG Music Grad Theatre UG Theatre Grad Writers Workshop UG Writers Workshop Grad TOTAL

20142015 394 542 95 148 40 56 4 85 32 1396

20152016 400 545 92 155 40 56 5 85 35 1413

20162017 410 560 97 160 43 58 6 88 35 1457

20172018 420 570 98 160 47 58 7 90 40 1490

20182019 420 580 100 170 48 59 8 95 40 1520

20192020 422 600 103 175 49 60 8 98 40 1555

20202021 425 600 105 175 50 60 8 100 40 1563

PROJECTED ENROLLMENT GROWTH BY PROGRAM FOR COLLEGE OF INFORMATION SCIENCE & TECHNOLOGY

BioInformatics UG Computer Science UG Information Assurance UG IT Innovation UG Management Information Systems UG Biomedical Informatics PhD Biomedical Informatics Grad Computer Science Grad Computer Science Grad Information Assurance Grad Information Technology PhD Management Information Systems Grad TOTAL

20x20 Strategic Enrollment Plan

20142015 53 401 112 54

20152016 57 433 121 58

20162017 62 468 131 63

20172018 67 505 141 68

20182019 72 546 152 73

20192020 78 589 165 79

20202021 84 636 178 86

164

177

191

207

223

241

260

3 6 1 106 28 24

3 7 1 122 32 28

4 8 1 140 37 32

5 9 2 161 43 37

5 10 2 185 49 42

6 12 2 213 56 48

7 14 2 245 65 56

178

205

235

271

311

358

412

1,155

1,273

1,403

1,549

1,711

1,892

2,094

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APPENDIX A PROJECTED ENROLLMENT GROWTH BY PROGRAM FOR COLLEGE OF EDUCATION

Athletic Training UG Public Health UG Exercise Science UG Recreation & Leisure Studies UG Athletic Training Grad Phys Activ Health Promo Grad Health Education Grad Exercise Science PhD Exercise Science Grad Rec & Leisure Studies Grad Biomechanics (new major) UG Biomechanics (new major) Grad Elem/Sec UG Elem/Sec Grad Special Education UG ECE Inclusive UG Sign Lang Interp UG Special Education Grad Counseling (combined majors) UG Counseling PhD Educational Leadership Grad EdD TOTAL

20142015 45 84 274 20 8 15 9

1,010 638 48 16 60 170 50 20

20152016 55 100 280 10 24 5 15 12 37 6 10

20162017 55 100 300 15 28 10 18 16 38 10 15

20172018 55 100 320 20 30 15 18 20 43 15 20

20182019 55 100 340 25 30 20 20 24 48 20 25

1,013 648 50 10 23 60 171

1,013 650 50 15 25 70 180

1,113 655 55 20 25 70 180

1,213 658 60 25 25 70 185

50 27 2,606

55 30 2,693

60 27 2,861

70 30 3,043

20192020 55 100 350 30 30 20 20 28 50 20 25 10 1,313 660 65 30 25 75 185 15 70 27 3,203

20202021 55 100 350 40 30 20 20 30 50 20 25 10 1,413 668 70 30 25 75 185 15 70 30 3,351

PROJECTED ENROLLMENT GROWTH BY PROGRAM FOR COLLEGE OF BUSINESS ADMINISTRATION

Business Administration UG Pre-Business UG Business Administration Grad Accounting Grad Science and Economics Grad Executive MBA Grad TOTAL

20x20 Strategic Enrollment Plan

20152016 921 1113 262 35 70 42 2443

20162017 1020 1166 271 39 72 42 2610

20172018 1137 1221 280 44 74 42 2799

20182019 1211 1279 290 50 76 42 2947

20192020 1290 1340 300 57 78 42 3106

20202021 1377 1403 310 64 80 42 3276

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APPENDIX A PROJECTED ENROLLMENT GROWTH BY PROGRAM FOR COLLEGE OF ARTS & SCIENCES

Biology UG Biology Grad Biology PhD Black Studies UG Chemistryn UG English UG English Grad Environmental Studies UG Foreign Languagues UG Foreign Languagues Grad Geography/Geology UG Geography Grad History UG History Grad International Studies UG Latino/Latin Am. UG Critical/Creative Thinking UG Mathematics UG Mathematics Grad Neuroscience UG Philosophy UG Physics UG Political Science UG Political Science Grad Psychology UG Psychology Grad Psychology PhD Religious Studies UG Sociology/Anth UG Sociology Grad Women’s and Gender UG TOTAL

20x20 Strategic Enrollment Plan

20142015 810 24 0 8 151 141 51 88 125 20 92 26 154 36 183 15 0 130 45 145 32 62 155 92 593 80 38 21 164 36 14 3531

20152016 810 25 0 2 151 145 60 115 145 22 90 22 145 46 181 16 15 125 45 145 36 67 165 75 565 75 32 23 145 27 11 3526

20162017 810 25 5 5 151 155 65 120 155 25 95 22 150 50 190 20 30 125 50 155 40 70 165 75 575 75 33 25 150 30 15 3656

20172018 810 25 7 8 151 155 70 120 165 25 100 25 155 55 190 20 50 150 50 155 45 70 170 75 575 75 33 25 155 30 15 3754

20182019 810 25 10 10 151 165 70 125 165 25 100 25 155 55 200 25 75 160 50 175 50 75 170 80 585 75 35 35 155 30 20 3886

20192020 810 25 12 10 151 175 70 130 165 30 110 25 160 55 210 25 75 170 55 195 55 75 175 85 585 75 35 40 160 40 20 4003

20202021 810 25 12 12 151 190 70 130 175 30 120 25 175 60 220 32 75 185 65 200 55 85 175 85 600 80 35 50 175 50 25 4182

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APPENDIX B UNO ACADEMIC PROGRAM DELETIONS & CONSOLIDATIONS The following changes required approval by the Board of Regents and the Nebraska’s Coordinating Commission for Postsecondary Education: DELETION • Undergraduate major in Community Health offered by the College of Education (deleted in Spring 2015) • Graduate Certificate in Instructional Technology offered by the College of Education (deleted in Summer 2014) • Graduate Certificate in Early Childhood Auditory Oral Education for the Deaf/Hard of Hearing offered by the College of Education (deleted in Fall 2015) • Center for Research in Biomechanics in Music Performance (Spring 2015) CONSOLIDATION • The undergraduate major of Journalism and Media was created in Summer 2014 by consolidating the majors in Broadcasting and Journalism. The major Journalism and Media is offered by the College of Communication, Fine Arts & Media.

• The M.A. in Elementary Education was consolidated with the M.S. in Elementary Education in Spring 2013. The M.S. in Elementary Education is offered by the College of Education.

• The M.A. in Secondary Education was consolidated with the M.S. in Secondary Education in Spring 2013. The M.S. in Secondary Education is offered by the College of Education.

• The M.A. in Special Education was consolidated with the M.S. in Special Education in Spring 2013. The M.S. in Special Education is offered by the College of Education.

The following changes required UNO campus approval only: DELETIONS • Graduate concentration in Behavioral Disorders (part of the Special Education major) offered by the College of Education (will be deleted in Spring 2016) • Graduate concentration in Mild/Moderate Disabilities (part of the Special Education major) offered by the College of Education (will be deleted in Spring 2016) • Graduate endorsement in Reading and Writing, 7-12 (part of the Secondary Education major) offered by the College of Education (deleted in Fall 2015) • Undergraduate concentration in Recreation (part of the Recreation and Leisure Studies major) offered by the College of Education (deleted in Fall 2015) • Undergraduate concentration in Decision Support & Knowledge Management (part of the Management Information Systems major) offered by the College of Information Science & Technology (deleted in Summer 2015) • Undergraduate endorsement in Deaf or Hard of Hearing, K-9 (part of the Elementary Education major) offered by the College of Education (deleted in Summer 2015) • Undergraduate endorsement in Mathematics, 7-12 (part of the Secondary Education major) offered by the College of Education (deleted in Summer 2015) • Undergraduate concentration in Business Economics (part of the Business Administration major) offered by the College of Business Administration (deleted in Summer 2014) • Graduate concentration in Art (part of the Secondary Education major) offered by the College of Education (deleted in Summer 2014) • Graduate concentration in Music (part of the Secondary Education major) offered by the College of Education (deleted in Summer 2014) • Graduate concentration in Foreign Languages (part of the Secondary Education major) offered by the College of Education (deleted in Summer 2014) • Graduate concentration in Improvement of Instruction (part of the Secondary Education major) offered by the College of Education (deleted in Summer 2014)

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APPENDIX B • • • • • • • • • • • • • • • • • • • • • • • •

Graduate concentration in Public Works Management (part of the Public Administration major) offered by the College of Public Affairs & Community Service (deleted in Summer 2014) Graduate concentration in Transportation (part of the Public Administration major) offered by the College of Public Affairs & Community Service (deleted in Summer 2014) Undergraduate minor in Mass Communication offered by the College of Communication, Fine Arts & Media (deleted in Summer 2014) Undergraduate endorsement in World Language-French, K-8 (part of the Elementary Education major) offered by the College of Education (deleted in Summer 2014) Undergraduate endorsement in World Language-German, K-8 (part of the Elementary Education major) offered by the College of Education (deleted in Summer 2014) Undergraduate endorsement in World Language-Spanish, K-8 (part of the Elementary Education major) offered by the College of Education (deleted in Summer 2014) Graduate endorsement in Information Technology, PK-12 (part of the Secondary Education major) offered by the College of Education (deleted in Summer 2014) Graduate concentration in Learning Disabilities (part of the Elementary Education major) offered by the College of Education (deleted in Fall 2013) Graduate concentration in Math & Science (part of the Elementary Education major) offered by the College of Education (deleted in Fall 2013) Graduate concentration in Technology (part of the Elementary Education major) offered by the College of Education (deleted in Fall 2013) Graduate concentration in Social Studies (part of the Secondary Education major) offered by the College of Education (deleted in Fall 2013) Graduate concentration in Technology (part of the Secondary Education major) offered by the College of Education (deleted in Fall 2013) Graduate concentration in Applied Research Methods (part of the Management Information Systems major) offered by the College of Information Science & Technology (deleted in Fall 2013) Graduate concentration in Community Counseling (part of the Counseling major) offered by the College of Education (deleted in Spring 2013) Graduate concentration in Educational Adm (part of the Elementary Education major) offered by the College of Education (deleted in Fall 2012) Graduate concentration in Elem School Counseling (part of the Elementary Education major) offered by the College of Education (deleted in Fall 2012) Graduate concentration in Gifted Education (part of the Elementary Education major) offered by the College of Education (deleted in Fall 2012) Graduate concentration in Hearing Impaired (part of the Elementary Education major) offered by the College of Education (deleted in Fall 2012) Graduate concentration in Recreation Therapy (part of the Health, Physical Education & Recreation major) offered by the College of Education (deleted in Fall 2012) Graduate concentration in Political Science (part of the Secondary Education major) offered by the College of Education (deleted in Fall 2012) Graduate concentration in Secondary School Counseling (part of the Secondary Education major) offered by the College of Education (deleted in Fall 2012) Graduate concentration in AC Auditory Oral Ed of Deaf/Hard of Hearing (part of the Special Education major) offered by the College of Education (deleted in Fall 2012) Graduate concentration in Learning Disabilities (part of the Special Education major) offered by the College of Education (deleted in Fall 2012) Graduate concentration in Languages (part of the Computer Science major) offered by the College of Information Science & Technology (deleted in Fall 2012)

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APPENDIX B • • • • •

Graduate concentration in Telecommunications (part of the Computer Science major) offered by the College of Information Science & Technology (deleted in Fall 2012) Undergraduate concentration in Recreation Therapy (part of the Recreation and Leisure Studies major) offered by the College of Education (deleted in Spring 2012) Undergraduate concentration in British Literature (part of the English major) offered by the College of Arts & Sciences (deleted in Fall 2009) Undergraduate concentration in Writing and Linguistics (part of the English major) offered by the College of Arts & Sciences (deleted in Fall 2009) Undergraduate concentration in Physics (part of the Environmental Studies major) offered by the College of Arts & Sciences (deleted in Fall 2009)

CONSOLIDATION • The undergraduate Studio Art concentration in Media Arts was created in Fall 2013 by consolidating the concentrations in Independent Game Design and Visual Technology. The concentration in Media Art is offered by the College of Communication, Fine Arts & Media.

• The graduate Counseling concentration in Student Affairs Practice in Higher Education was created in Spring 2013 by consolidating the concentrations in Student Affairs Prof. in Higher Education/College Counseling and Student Affairs Prof in Higher Education/Professional Practice. The concentration in Student Affairs Practice in Higher Education is offered by the College of Education.

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APPENDIX C COALITION OF URBAN AND METROPOLITAN UNIVERSITIES (CUMU) PEER INSTITUTIONS UTILIZED FOR DATA CHARTS Cleveland State U Indiana U-Purdue U-Indianapolis Oakland U Portland State U U of Arkansas-Little Rock Eastern Michigan University Northern Illinois University Northern Kentucky University University of Central Oklahoma University of Colorado Colorado Springs University of Colorado Denver University of North Carolina-Greensboro University of Northern Iowa University of Tennessee-Chattanooga U of Missouri-Saint Louis U of North Carolina-Charlotte Wichita State U University of Texas at San Antonio Institutions listed in bold are the Board of Regents identified peer institutions.

Data Source: 1. CSRDE peer report, the Consortium for Student Retention Data Exchange (CSRDE), University of Oklahoma.

2. Common Data Set data if the institution does not participate CSRDE.

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APPENDIX D CALCULATED TUITION INCOME METHODOLOGY Enrollment growth projections are for “base” resources and “enhanced” resources. Tuition Income calculations utilize enrollment growth projections provided by colleges.

Undergrad/graduate determination Colleges summarized growth by major.

1. College major determines undergraduate or graduate growth.

2. If major is not available, or college detail does not correspond with the summary, growth is treated as undergraduate.

Headcount conversion to SCH Headcount growth is translated to SCH based upon undergraduate / graduate program. An aggressive and conservative conversion is used with each growth projection.

1. Undergraduate = 30 SCH per headcount; Graduate = 24 SCH per headcount 2. Undergraduate = 26 SCH per headcount; Graduate = 15 SCH per headcount Tuition rate 2015-16 resident rate is applied to undergraduate and graduate SCH for 2020-21 growth projection.

1. Tuition rate increases are used by the President for campus continuation increases (salaries, benefits), POE, etc.

2. Without supporting residency details, all growth is treated as resident which allows for nonresident differential equal to resident rate.

Refunds and uncollectibles The 2014-15 actual percent experience for refunds and uncollectibles is applied to calculated gross tuition income growth.

Remissions Remissions are distributed by undergraduate/graduate based upon 2014-15 actual and by percent of gross tuition income. 2014-15 results are applied to calculated gross tuition income growth.

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APPENDIX E ENROLLMENT METRICS/KPI’S Enrollment Management Dashboard There are a number of key performance indicators (KPIs) that have been identified and are being tracked as a way to monitor UNO’s strategic enrollment plan. The KPI’s below have been selected and organized as points of differentiation when compared to KPIs of similar, competing, peer, and/or aspirant institutions.

1. Enrollment • Headcount • Full-time equivalent (FTE) • Off-site enrollment • Online enrollment • Transfer students • Undergraduate and graduate enrollments separated by full-time and part-time status at census date • Number of in-state students • Number of out-of-state or international students • Credit hour production 2. Student Quality • Average ACT score • 25th and 75th percentile SAT/ACT scores • Average high school GPA 3. Student Progress • Cohort first- to second-year retention rates by selected subpopulations • Cohort progression and persistence rates • Transfer student progression and persistence rates • Two-, three-, four-, five-, and six-year graduation rates 4. Market Position • Program awareness by subpopulations • Academic demand research • Web site hits • Microsite metrics • Institutional brand/image studies • Alumni survey data • Employer survey data 5. Diversity or Subpopulation Enrollments and Successes • Enrollment numbers by academic year • Percentage of students from diverse/underserved backgrounds • Progression, persistence, and graduation rates for students from diverse/underserved backgrounds • Percentage of first generation students • First generation student progression, persistence, and graduation rates

20x20 Strategic Enrollment Plan

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APPENDIX F IDENTIFIED RESOURCE NEEDS BY DIVISION/UNIT 2020-2021 PROJECTED STUDENT ENROLLMENT GROWTH

20,408

ACADEMIC COLLEGES CPACS A&S CBA COE CFAM IS&T IS&P Library Subtotal

$706,590 $838,465 $1,136,250 $416,230 $222,250 $1,006,850 $507,650 $514,850 $5,349,135

ENROLLMENT MANAGEMENT Financial Aid Experience Management Testing Center Admissions Registrar Business Systems Intelligence Campus Visits Subtotal

$61,150 $70,000 $176,400 $336,580 $217,926 $100,000 $67,500 $1,029,556

UNIVERSITY COMMUNICATIONS Marketing and Advertising New positions Media Relations (operation) General Operating Budget Subsidy (temp to permanent) Subtotal

$750,000 $250,000 $50,000 $75,000 $226,337 $1,351,337

STUDENT AFFAIRS Campus Recreation Counseling and Health Services Accessibility Services Multicultural Affairs Leadership Programs New Student Programs

$807,800 $1,654,934 $870,000 $132,238 $15,000 $211,750

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APPENDIX F Family/Alumni Programs Military/Veteran Services Academic/Career Services Gender/Sexuality Services Student Conduct Student Center Civic/Social Responsibility Subtotal

$152,513 $358,900 $95,841 $81,000 $264,134 $156,433 $400,000 $5,200,543

INSTITUTIONAL EFFECTIVENESS Professional Development Analyst Coordinator Subtotal

$5,000 $85,000 $90,000

INFORMATION SERVICES Software Hardware Contract Services Subsidy Personnel Subtotal

$957,139 $70,886 $116,151 $2,100,000 $977,900 $4,222,076

OASA ADMINISTRATIVE OFFICE Sr. VC Academic Affairs Personnel Subtotal

$350,000 $350,000

FIRST DATA/RESEARCH INSTITUTE Projected Personnel/Operations Subtotal

$4,000,000 $4,000,000

ACADEMIC AFFAIRS UNITS Graduate Studies University Honors Program Service Learning Academy Academic Affairs Subtotal

$607,000 $270,000 $175,000 $283,500 $1,335,500

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APPENDIX F

BUSINESS & FINANCE VC Office FMP Human Resources Finance Support Services Public Safety Subtotal

$90,421 $2,683,519 $378,803 $975,227 $451,443 $767,772 $5,347,185

ATHLETICS Title IX Compliance Cost of Attendance Campus Support Subtotal

$100,000 $400,000 $1,287,500 $1,787,500

TOTAL PROJECTED RESOURCES NEEDS

$30,062,832

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REFERENCES Cabrera, A.F., La Nasa, S. M., & K. R. Burkum. (2001). On the Right Path: The Higher Education Story of One Generation. Center for the Study of Higher Education, The Pennsylvania State University. The Pennsylvania State University, University Park, PA. College Board (2003). Trends in College Prices 2003. Washington, DC: The College Board.

Dolence, M. G. (1993). Strategic Enrollment Management: A Primer for Campus Administrators.

Washington, D.C.: American Association of Collegiate Registrars and Admissions Officers.

McGee, Jon (May 2012). Disruptive Adaptation: The New Market for Higher Education. Lawlor Perspective.

National Center for Education Statistics. (2001). Bridging the Gap: Academic Preparation and Postsecondary Success of First- Generation College Students. NCES, Statistical Analysis Report 2001-15.

Washington DC: U.S. Department of Education, Office of Educational Research and Improvement.

Sigler, Wayne (2007). Managing for Outcomes: Shifting from process centric to results oriented operations. Washington DC: AACRAO. Tinto, V. (1975). Dropout from higher education: A theoretical synthesis of recent research. Review of Educational Research, 45, 89-125.

Tinto, V. (1988). Stages of student departure: Reflections on the longitudinal character of student leaving. The Journal of Higher Education, 59(4), 438-455.

Tinto, V. (2004). Retention and graduation: Facing the truth, living with the consequences.

The Pell Institute for the Study of Opportunity in Higher Education. Washington, DC.

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