Environmental Scan for CLC’s Strategic Plan and Enrollment Management Plan

Environmental Scan for CLC’s Environmental Scan for CLC’s Strategic Plan and Enrollment Strategic Plan and Enrollment

Management PlanManagement Plan

A Presentation By Arlene Santos-George, Evelyn Schiele, Karen Hlavin, Stephanie DeCicco, A Presentation By Arlene Santos-George, Evelyn Schiele, Karen Hlavin, Stephanie DeCicco, Denise Anastasio, Felicia Ganther, Nick Kallieris, and Rhonda WinnDenise Anastasio, Felicia Ganther, Nick Kallieris, and Rhonda Winn

August 20, 2009August 20, 2009Fall 2009 Orientation WeekFall 2009 Orientation Week

College of Lake CountyCollege of Lake County

Session ObjectivesSession Objectives

Provide an overview of the role of Environmental Scan in: Strategic Planning Enrollment Management Planning

Introduce the members of the Environmental Scan Committee Provide an update on the process and progress of the Environmental

Scanning Committee’s work Present selected findings on key demographic, socio-economic, higher

education, fiscal, technology, human resource, student success and other factors that affect CLC.

Gather some feedback on these trends. Update on what is next for the Environmental Scan for Strategic

Planning and for Enrollment Management.

What is an Environmental Scan?What is an Environmental Scan?

http://www.youtube.com/watch?v=F5L5sNJoWQc

Systematic and purposeful overview of the important factors or trends that influences an organization

Positive and negative impacts

Environmental scan: PESTO Environmental scan: PESTO Analysis (EXTERNAL)Analysis (EXTERNAL)

Environmental scan: Environmental scan: INTERNAL AnalysisINTERNAL Analysis

Planning: Steps (Applies to both Strategic and Planning: Steps (Applies to both Strategic and Enrollment Management Planning)Enrollment Management Planning)

Environmental Scan: Role in Environmental Scan: Role in Strategic PlanningStrategic Planning

Environmental Scan CommitteeEnvironmental Scan Committee

Team membersTeam members

Environmental Scan Process: Environmental Scan Process: UpdateUpdate

April/May 2009 June-August 2009 September 2009

1st half October 2009 2nd half October 2009 November 2009

Team A: Demographic, Enrollment and Recruitment Team A: Demographic, Enrollment and Recruitment Major TrendsMajor Trends

Lake County High School GraduatesLake County High School Graduates

CLC’s enrollment of graduating seniors has not kept up with the growth in the size of graduating classes in the decade of the 2000s. The size of the high school graduating classes grew by 26 percent; the number of recent graduates enrolling at CLC increased by only 21 percent.

Lake County HS Class Sizes & CLC Fall Enrollment

CLC High School YieldCLC High School Yield

Year Fall Fall & Spring

2001 19.0 percent 24.0 percent

CLC HS Yield: % of Graduating Class Enrolling

These projections show an increase in the number of entering high school seniors over the These projections show an increase in the number of entering high school seniors over the next decade.next decade.But But we could do much better. The growth in the size of graduating classes offers a significant we could do much better. The growth in the size of graduating classes offers a significant target market. We need to increase our yield.target market. We need to increase our yield.

Projected HS Class Sizes & CLC Yield Fall/Spring

Year Total Class Size No. Enrolling at CLC

CLC Yield %

2009 9291 1873 20.2

2010 9615 1909 19.9

2011 9940 1945 19.6

2012 10264 1981 19.3

2013 10588 2017 19.1

2014 10912 2053 18.8

2015 11237 2089 18.6

2016 11561 2125 18.4

2017 11886 2161 18.2

2018 12210 2198 18.0

Educational attainment in Lake County continues to increaseEducational attainment in Lake County continues to increase. The 2005-2007 . The 2005-2007 American Community Survey indicates that almost 41 percent of adult residents American Community Survey indicates that almost 41 percent of adult residents have already earned a bachelor’s degree or higher. have already earned a bachelor’s degree or higher. But one in five has only a But one in five has only a high school diplomahigh school diploma..

Educational Attainment in Lake County (1990, 2000, 2007)

Between 2001 and 2008, adult enrollment (aged 25 and older) declined in all Between 2001 and 2008, adult enrollment (aged 25 and older) declined in all but two years. but two years. This trend contrasts with enrollment among students 25 and under This trend contrasts with enrollment among students 25 and under which increased in each year between 2001 and 2008. which increased in each year between 2001 and 2008.

Adult Enrollment Aged 25 and Older

Year All 25 or > 25-34

2001 7472 33902002 8084 36422003 8081 3655

2004 7928 36142005 7677 34842006 7454 32932007 7593 33382008 7561 3195

The United States, Illinois and Lake County have become increasingly The United States, Illinois and Lake County have become increasingly diverse in the decades from 1990 to 2008 and are projected to become even diverse in the decades from 1990 to 2008 and are projected to become even more so.more so.

U.S. Population Actual/Projected—By Percentage Breakdown

2000 2010 2020 2030

Total 100 100 100 100

White 69.4 65.1 61.3 57.5

African Amer 12.7 13.1 13.5 13.9

Asian 3.8 4.6 5.4 6.2

Hispanic 12.6 15.5 17.8 20.1

Other 2.5 3.0 61.3 4.1

U.S. Population Actual/Projected

2000 2010 2020 2030

Total 282,125,000 308,936,000 335,805,000 363,584,000

White 195,729,000 201,112,000 205,936,000 209,176,000

African Amer 35,818,000 40,454,000 45,365,000 50,442,000

Asian 10,684,000 14,241,000 17,988,000 22,580,000

Hispanic 35,622,000 47,756,000 59,756,000 73,055,000

Other 7,075,000 9,246,000 11,822,000 14,831,000

United States

IllinoisIllinois

Illinois Population

2000 2005 2015 2025

Total 12,134,000 12,363,000 12,940,000 13,612,000

White 8,553,000 8,487,000 8,428,000 8,401,000

African Amer

1,865,000 1,914,000 2,037,000 2,176,000

Asian 423,000 484,000 602,000 721,000

Hispanic 1,267,000 1,450,000 1,840,000 2,275,000

Other 26,000 28,000 33,000 39,000

IllinoisIllinois

Lake CountyLake County

Lake County Ethnic Breakdown

2007 2012

White 76.6% 74.1%

African American 7.5% 7.8%

Hispanic 18.0% 20.7%

Asian 4.9% 5.6%

Other 11.0% 12.5%

Source: Lake County Partners

College of Lake CountyCollege of Lake County

Like the nation, the state and the county, CLC’s student population has become increasingly diverse in the decades from 1990 to 2008.

Although whites continue to account for the largest percentage of CLC college-level students (62 percent in fall 2008), the percentage of students who are minorities increased significantly between fall 2000 and fall 2008, growing from about 25 percent to about 32 percent.

Among minorities in college-level programs, Hispanic enrollment grew the most---an 85 percent increase (from 1250 students in fall 2000 to 2317 students in fall 2008).

As a percentage of CLC’s total enrollment, Hispanics went from 10.4 percent of college-level students in 2001 to 17.3 percent in 2008.

College of Lake County, cont’dCollege of Lake County, cont’d

In terms of headcount, college-level enrollment among minorities has increased significantly between 2001 and 2008.

The number of minority students (Hispanics, Asians and African Americans) in college-level programs increased by 40 percent between 2001 and 2008. In comparison, white enrollment decreased by 1 percent in the same period.

National Trends in Community CollegesNational Trends in Community Colleges

Increased Distance Learning

Greater Number of Baccalaureate Degrees Awarded Increased Partnerships Between Community Colleges and

Four-Year Institutions

Greater Recruiting of Baby Boomers

Increased Enrollment Across Different Student Groups

Increased Partnerships With Businesses

Increased Response to Globalization

Enrollment Trends in Community CollegesEnrollment Trends in Community Colleges

Dual-Credit and Dual-Enrollment Students

Reverse Transfer Students

Non-Completers

Completers

Job Retraining Students

Team B: Trends in Higher Education (Academic Team B: Trends in Higher Education (Academic Offerings/Competition) and EconomyOfferings/Competition) and Economy

Seven ThemesSeven Themes

Employment Projections Competition Articulation Niche Students Online Employer Expectations Counseling/Advising/Career Planning Veterans

Employment ProjectionsEmployment Projections

What research we looked at: Employment projections (U.S., IL, Lake Co)

Fastest-growing Largest numbers

Compared projection info w/ CLC programs Also – Job posting data, articles on “Hot Jobs”

Findings: Occupations for which CLC does NOT offer a program (next

slide)

Implications: Need to establish systematic tracking of occupational data to

keep program mix appropriate.

Employment projections Highest annual openings for occupations where CLC does NOT have a program

Associate Degrees Biological technicians (45) Environmental science and

protection technicians, including health (26)

Veterinary technician (25) Forensic science techs (other

sources say bachelor’s degree needed) (19)

Industrial engineering technicians (11)

Broadcast technicians (9) Chemical technicians (8) Physical therapy assistant (8)

Less than Assoc Degree

Appraisers and assessors of real estate (57)

Licensed practical nurse (29) Hairdressers, hairstylists and

cosmetologists (20) Bus and truck mechanics and

diesel mechanics (12) Gaming dealers (6)

Lake County EconomyLake County Economy

Agriculture, forestry and fisheries, 1.3%

Mining, 0.1%

Construction, 6.3%

Manufacturing, 21.6%

Transportation, 3.3%

Communications and other public utilities,

Wholesale trade, 5.5%

Retail trade, 15.9%

Finance, insurance and real estate, 9.3%

Business and repair services,

Personal services,

Arts, entertainment and

recreation services, 1.8%

Health services, 7.7%

Educational services, 7.0%

Other professional and related services,

Public administration, 3.4%

Lake County Employment By Industry: 1990

Agriculture, forestry and fisheries, 0.3%

Construction, 6.1%

Manufacturing, 19.7%

Transportation, 3.6%

Wholesale trade, 5.0%

Retail trade, 11.5%

Finance, insurance and real estate, 9.2%

Arts, entertainment and recreation services,

Professional, Scientific, Management,

Administrative, and Waste Management

Services, 12.5%

Professional and related services, 16.5%

Public administration, 2.9%

Information, 2.7%

Other, 4.0%

Lake County Employment By Industry: 2000

10,000

20,000

30,000

40,000

50,000

60,000

70,000Fo

ry, fi

l & le

entifi

*2006 data unavailable

Lake County Number of Emplyees By NAIC Industry (1998, 2006)

CompetitionCompetition

What research we looked at: Profiles of universities in area – Illinois Board of Higher Ed Websites of competitors Tuition comparison data Data on students transferring in to CLC

Findings: CLC’s competitors market their flexibility, accelerated programs,

alternative scheduling, online programs CLC remains more affordable than other colleges, but more and more

students are facing financial obstacles to attend college

Implications:

CLC can no longer rely on (relatively) low cost but must be able to respond to student demands for flexibility and financial aid

Articulation - TransferArticulation - Transfer

Best Practices in Statewide ArticulationCertain academic behaviors affect student transfer

Positively High full time enrollment Continuous enrollment Dual credit/enrollment Completion of 20 hours in 1st year Core transfer processes in place

Negatively Multiple course repeaters Not persisting to degree completion

Implications CLC should develop a specific college-wide transfer processes Further develop the dual credit/enrollment program College-wide examination of multiple repeat process

Articulation - TransferArticulation - Transfer

Illinois Articulation InitiativeWhat Research We Looked At: itransfer.org report – Courses Not At A School

Findings: CLC does not have all the IAI courses it could have. We are missing key introductory

courses such as Non-Western Music, Intro to Drama, Intro to Religion, Film and Lit, Intro to Literature, Principles of Economics, Race and Ethnic Relations, and many more

Implications: Higher-level courses have been developed at CLC instead of many introductory courses,

and although these higher level courses can be articulated to four year IL schools, they are not IAI Gen Ed approved

Students must work with schools individually to ensure transfer This may be a barrier to seamless transfer Fewer introductory IAI approved gen ed courses means students have less IAI options

Niche StudentsNiche Students

What research we looked at: IEPR Data: First Generation College Students and Already-Degreed students Community College Review: Diversity of CC Students IDES Rates: Who is returning to CCs/Unemployment Rates Preparedness of CC students

Findings: The Unemployed are returning to CCs, particularly to CLC in dramatic #s right now The need for developmental education continues to rise, and it is most often not covered

by financial aid. The more DE needed, the higher the possibility of dropping out. The number of first generation college students in Lake County continues to rise They “type” of cc student continues to change, as ccs evolve in how they attract and

retain new students.

Implications: Increased credit and non-credit offerings may be needed at CLC to meet demand Reexamination of financial aid policies, as well as program requirements Offer workshops, mentoring initiatives and activities that introduce first generation

students to “college”

Online Course InformationOnline Course Information

What research we looked at: IEPR Data: Online Course Report Trends in Distance Learning

Findings: Online seat/class sections have increased dramatically over the past 10 years at CLC.

In fall 2008, seats increased by 23%/sections by 15% In spring 2009, seats increased by 20%/sections by 15% In summer 2009, seats increased by 56%/sections by 31%

Post-secondary enrollment is growing at a staggering rate. In fall 2007, over 20% of all American students in higher education took at least one online course.

Implications: Identify successful courses/programs, faculty support/training, student profiles, IT

funding, marketing, academic accountability, salary differentiation. Research developing consistent outcomes for employer-based competencies Identify ways to motivate faculty to teach distance classes Identify components of high quality online classes and how to best evaluate online

courses

Online Course InformationOnline Course Information

Employer ExpectationsEmployer Expectations

What research we looked at: Employer survey conducted by consortium on knowledge and

skills expected of the workforce

Findings: % of employers rating associate grads “deficient”: Written communications – 47% Writing in English – 46% Lifelong learning/self-direction – 28% Creativity/innovation – 23% Oral communication – 21% Ethics/social responsibility – 21%

Implications: Curriculum focus on knowledge and skills considered “most important.” Integration of technical and other.

Employer Expectations

MOST IMPORTANT BASIC KNOWLEDGE AREAS/SKILLS: Reading comprehension English language (spoken) Writing in English Mathematics ScienceMOST IMPORTANT APPLIED SKILLS: Professionalism/Work Ethic Oral and Written Communications Teamwork/Collaboration and Critical Thinking/Problem

Solving Ethics/Social Responsibility

Counseling/Advising/Career Counseling/Advising/Career PlanningPlanning“How do CLC students find out about their career options?”

What research we looked at: Interviews with Counselors and Adult Ed staff Information from CLC website and catalog ACT Student Satisfaction survey results

Findings: Career counseling, career planning, and career advising for

programs occurred in multiple places Student satisfaction in “vocational guidance/career planning” lower

than average

Implications: Need to ensure students understand career and academic options

VeteransVeterans

What research we looked at: Educational Research (ERIC) Department of Veterans Affairs documents Various publications and articles

Findings: # of vets entering the community college system continues to rise based on Iraq

war and the increase in Vet benefits Veterans Educational Assistance Act of 2008 will provide more than 2 million vets

the opportunity to attend college full time

Implications: Continue to make CLC a Veteran-friendly place Determine how CLC will absorb a significant increase in vets on campus, as well as

an increase in other student populations returning to school right now Be prepared for the special needs of this population Watch enrollment patterns and prepare for growth over the long term Optimize resources to serve the most students effectively without duplication

Team C: Trends in Student Outcomes Team C: Trends in Student Outcomes (Success, Retention, and Advisement)(Success, Retention, and Advisement)

Enviromental Scan: Major FindingsEnviromental Scan: Major Findings

Student outcome measures Graduation rate, drop out rate, transfer rate Course success rates Satisfaction surveys Benchmarking

Specific student populations Underprepared students Minority students Economically disadvantaged students

Student development programs that work Summer Bridge New Student Orientation PDS courses Student support services (TRIO SSS)

Student Outcomes: Graduation, Drop Student Outcomes: Graduation, Drop Out, and Transfer Rates--FTOut, and Transfer Rates--FT

Number Percent Number Percent Number Percent

Total 810 947 885

Completers 160 19.8% 166 17.5% 150 16.9%

Still Enrolled 198 24.4% 237 25.0% 216 24.4%

Transferred to other institutions* 230 28.4% 306 32.3% 268 30.3%

Drop Outs 452 27.4% 544 25.1% 519 28.4%

Drop outs who left in Good Academic Standing 75 9.3% 81 8.6% 95 10.7%

Drop outs who left in Poor Academic Standing 377 46.5% 463 48.9% 424 47.9%

Summary

Total Retention Rate 588 72.6% 709 74.9% 634 71.6%

Total Attrition Rate 27.4% 25.1% 28.4%

Among Leavers, % in Good Academic Standing 75 16.6% 81 14.9% 95 18.3%

Retention + Leavers in Good Standing/FT Total 663 81.9% 790 83.4% 729 82.4%

Full Time

2002 Cohort 2003 Cohort 2004 Cohort

Student Outcomes: Graduation, Drop Out, Student Outcomes: Graduation, Drop Out, and Transfer Rates--PTand Transfer Rates--PT

Number Percent Number Percent Number Percent

Total 668 689 520

Completers 92 13.8% 70 10.2% 50 9.6%

Still Enrolled 113 16.9% 135 19.6% 107 20.6%

Transferred to other institutions* NA NA NA NA NA NA

Drop Outs 463 69.3% 484 70.2% 363 69.8%

Drop outs who left in Good Academic Standing 158 23.7% 152 22.1% 124 23.8%

Drop outs who left in Poor Academic Standing 305 45.7% 332 48.2% 239 46.0%

Summary

Total Retention Rate 205 30.7% 205 29.8% 157 30.2%

Total Attrition Rate 69.3% 70.2% 69.8%

Among Leavers % in Good Academic Standing 158 34.1% 152 31.4% 124 34.2%

Retention + Leavers in Good Standing/PT Total 363 54.3% 357 51.8% 281 54.0%

Part-time

2002 Cohort 2003 Cohort 2004 Cohort

Outcomes: CLC vs. Peer GroupOutcomes: CLC vs. Peer Group

All Community

CollegesCLC COD Harper Moraine Oakton Triton

Graduation Rate 21% 17% 15% 17% 19% 10% 17%

Still Enrolled Rate 20% 24% 23% 23% 25% 28% 22%

Transfer Rate 30% 30% 37% 35% 33% 39% 34%

Drop-out Rate 29% 28% 25% 26% 22% 23% 27%

10%15%20%25%30%35%40%45%

Enrollment Status of IPEDS Fall 2004 Full-Time, First-Time Cohort: CLC, State, Selected Group, As of Spring 2007

Drop out rates by EthnicityDrop out rates by Ethnicity

Black Asian Hispanic White Black Asian Hispanic White

Fall 2001 Cohort Fall 2004 Cohort

FT Attrition 35% 29% 36% 32% 40% 19% 29% 28%

PT Attrition 69% 65% 69% 63% 84% 57% 70% 69%

0%10%20%30%40%50%60%70%80%90%

Drop out Rates: Fall 2001 and Fall 2004 Cohorts

Course Success Rates: Developmental Course Success Rates: Developmental vs. All Coursesvs. All Courses

69.70%77.30%

58.26%

74.51%

20.00%

40.00%

60.00%

80.00%

100.00%

Math Reading and Writing

Completer Success Rate: Developmental

Fall 2002

Fall 2003

Fall 2004

Fall 2005

Fall 2007

% Points Change= -11.4%

77.30%84.80%

69.33%84.24%

20.00%

40.00%

60.00%

80.00%

100.00%

Math Writing

Completer Success Rate: 1st College Level Course of Developmental Students

Fall 2002

Fall 2003

Fall 2004

Fall 2005

Fall 2007

% Points Change= -.6%

86.00% 82.68%

20.00%

40.00%

60.00%

80.00%

100.00%

College Level

Completer Success Rate: All courses FY 2005

Fall 2002

Fall 2003

Fall 2004

Fall 2005

Fall 2007

Course Success Rate: Core Academic Course Success Rate: Core Academic CoursesCourses

85.09% 84.44%

70.00%

78.59%79.55% 82.05%

71.88%

83.29%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

English Comp 1 English Comp 2 College Algebra Speech

Completer Success Rate: Core Academic

Fall 2003

Fall 2004

Fall 2005

Fall 2007% Points Change= -5.54%

% Points Change= -2.39%% Points Change= +4.70%

% Points Change= +1.88%

Entering Students: Fall Term GPAEntering Students: Fall Term GPA

Female Male Female Male Female Male Female Male Female Male

White, non-Hispanic Black, non-Hispanic Hispanic Asian Total New College Level Students

Figure 7. Mean Term GPA, New College Level Students,By Ethnicity By Gender Fall 2008

Entering Students: WithdrawalsEntering Students: Withdrawals

7.4%5.4%

White, non-Hispanic Black, non-Hispanic Hispanic Asian Total New College Level Students

Figure 8. Percentage of New College Level Students Who Withdrew, By Ethnicity, Fall 2008

Entering Students: UnsuccessfulEntering Students: Unsuccessful

38% 38%41%

White, non-Hispanic Black, non-Hispanic Hispanic Asian Total New College/Pre-college Students

Figure 9. Unsuccessful New College-level Students as a Percent of Total New College-level Students, By Ethnicity By Gender Fall 2008

Female Male

Student Satisfaction: Skill DevelopmentStudent Satisfaction: Skill Development

CLC Student Skill Development Satisfaction 05 and 07

2005 CLC

2007 CLC

0.000.501.001.502.002.503.00

Student Skill Development Satisfaction CLC vs. Nation 2007

2007 CLC

2007 National

Student Satisfaction: ServicesStudent Satisfaction: Services

CLC Satisfaction 2005 vs. 2007

CLC 2005 Mean

CLC 2007 Mean

Student Satisfaction: Services Student Satisfaction: Services

Satisfaction Comparison 2007

CLC 2007 Mean Illinois Peer Group 2007 Mean Nation 2007 Mean

Successful Student Development Successful Student Development Program: Federal TRIO SSS programProgram: Federal TRIO SSS program

low income, first generation students Increase the post-secondary persistence

and graduation rates of students from disadvantaged backgrounds

22.8% of TRIO SSS cohort graduate with an Associate’s degree in 3 years.

Students are more likely to persist if they take Students are more likely to persist if they take a first year seminar course that includes:a first year seminar course that includes:

Study skills Advising information Curriculum planning Group activities Campus tour

Impact on Freshmen Retention of Orientation Course Content: Proposed Persistence Model By: Davig, William B., Spain, Judith W., Journal of College Student Retention: Research, Theory & Practice, 15210251, 20040101, Vol. 5, Issue 3

Students at a community college are more Students at a community college are more likely to persist if they:likely to persist if they:

Complete a developmental reading course Complete a developmental math course Receive financial aid Take an online class Enroll in more semester hours Participate in student support services

Predictors of First-Year Student Retention in the Community College By: Fike, David S., Fike, Renea, Community College Review, 00915521, 20080101, Vol. 36, Issue 2

For students who take a first year For students who take a first year seminar:seminar:

Higher GPA More likely to persist to the second, third,

and fourth semesters Higher graduation rates

The Impact of a First-Year Experience Course on the Academic Performance, Persistence, and Graduation Rates of First-Semester College Students at a Public Research University By: Lang, David J., Journal of The First-Year Experience & Students in Transition, 15423077, 20070101, Vol. 19, Issue 1

Academic Intervention Programs (e.g., Academic Intervention Programs (e.g., PDS courses):PDS courses):

are at least modestly effective in helping students overcome deficiencies in their precollege academic preparation

promote long term and short term persistence (semester to semester and into the second year)

promote degree completion effective in first semesterHow College Affects students Vol 2 By Pascarella and Terenzini, 2005.

Team D: Fiscal, Facilities, Human Team D: Fiscal, Facilities, Human Resources, & Technology TrendsResources, & Technology Trends

Key Trends in the Following Areas:Key Trends in the Following Areas:

CLC’s Revenue vs. Expenditure Facilities (Capacity) Utility Usage / Sustainability Initiatives Space Utilization Human Resources Technology

RevenuesRevenues

The College of Lake County receives about 60% of its revenues from local government (property taxes), 10% from state government (based on ICCB credit hours generated and corporate personal property taxes), and about 26% from tuition and fees.

63%10%

College of Lake County Operating Funds--Sources of Revenue FY 2009

Total Local Government

Total State Government

Total Tuition and Fees

Total Other

State Funding Trends and Implications

Illinois will continue to provide less funding to CLC as a percentage of its total budget. CLC currently receives about 10 percent of its funding from the state. In FY02, CLC received 18 percent and in 1982, 32 percent. Illinois’ investment in its community colleges has fallen from $347 million in FY02 to $297 million in FY09.

If this trend continues, CLC may receive less than 5% of its funding from the state in three years.

CLC chose to not raise tuition and fees for fiscal year 2010 (currently at $95 per credit hour).

To offset state funding reductions and increased needs, state assistance to continue to maintain quality programs and balanced budgets is required or CLC will have to cut costs to provide services and possibly raise tuition.

Projected Overall Revenue

While overall revenues are projected to increase through FY 2015, the percentage increases are projected to be smaller than in recent years, ranging from 3% to 4%.

Actual and Projected Revenue--Operating Funds

20000000

40000000

60000000

80000000

100000000

120000000

Series1 64591595 69978968 73504700 78895544 83209730 85708139 88530313 91983482 95861439 99683722 103634411

Actual FY 2005

Actual FY 2006

Actual FY 2007

Actual FY 2008

Budget FY 2009

Projected FY 2010

Projected FY 2011

Projected FY 2012

Projected FY 2013

Projected FY 2014

Projected FY 2015

Expenditures

The largest expenditures for the College include salaries (approximately 60%), benefits (13%), contractual services (7%), supplies (6%),and utilities (4%).

According to the FY 2010 tentative budget summary (July 28, 2009), all of these expenditure categories except supplies are projected to increase. The overall increase in expenditures for FY 2010 is estimated at approximately 6%. If this percentage increase continues in future years, revenues will have to grow faster than current projections to keep pace.

61%13%

College of Lake County Operating Funds Expenditures--FY 2009

Salaries

Benefits

Contractual Services

Supplies

Utilities

Facilities

Deferred Maintenance/Capital Renewal costs continue to climb while funding for infrastructure repair declines. For the past 6 years the State of Illinois has given the College of Lake County $0 dollars for deferred maintenance, and the tax cap has stifled our ability to levy taxes for life safety projects.

Short term, this problem will probably go unnoticed for the next few years. The majority of things that need repair are hidden from public view.

If gone unchecked for a number of years, buildings will continue to decline. Older buildings will reach a state where it will become more cost effective to demolish the structure than invest in the repairs.

Facilities Maintenance Needs and Costs (Condition of buildings, Timeframe required for action, and Estimated cost)

Utility Costs

All utility costs have risen in the last five years but the electricity costs have increased the most. The largest leap occurred in the last year. In 2008 our price per KWH was $.067 per KWH. In 2009 the price was $.10 per KWH.

In the long run utility costs are projected to increase due to a number of factors. Market factors have generally had the effect of increasing costs. In addition, new buildings and other construction may increase total energy use.

College of Lake County Utility Costs (in Dollars)

$500,000.00

$1,000,000.00

$1,500,000.00

$2,000,000.00

$2,500,000.00

$3,000,000.00

$3,500,000.00

2005 2006 2007 2008 2009

ELECTRIC AMOUNT

NATURAL GAS AMOUNT

WATER/SEWER AMOUNT

Utility Usage (in KWH, Therms, and Gallons)

College of Lake County Utility Usage

5,000,000.00

10,000,000.00

15,000,000.00

20,000,000.00

25,000,000.00

30,000,000.00

35,000,000.00

2005 2006 2007 2008 2009

KHW USE

THERMS USE

GALLONS WATER

Sustainability Efforts

CLC has joined the Illinois Community College Sustainability Network and is seeking funding for a number of sustainability initiatives.

CLC is reviewing its current sustainability initiatives. A college sustainability plan will be developed to curb energy usage on

the three campuses.

Space Utilization

Space Utilization studies using classroom data from Fall 2006 and Fall 2008 indicate that utilization of rooms for academic purposes has been consistent at approximately 34% for the Grayslake campus, approximately 30% for Lakeshore, and approximately 20% for Southlake. These percentages have been found for both day and evening weekday time periods. A general target goal would be between 60% and 75%.

Educational Affairs has begun an initiative to identify under-utilized rooms and use space more efficiently. Improvement in utilization rates will assist in accommodating increases in enrollment, provide support for funding for new buildings, and maximize energy use by not heating or cooling unused rooms.

Room Utilization Rates Fall 2008

ROOM UTILIZATION RATES FALL 2008

GRAYSLAKE CAMPUS

Day 34.63%

Evening 35.23%

Weekday Both Time Periods 34.86%

LAKESHORE CAMPUS

Day 31.02%

Evening 31.56%

SOUTHLAKE CAMPUS

Day 13.14%

Evening 26.54%

Human Resources Faculty and staff retirements are projected to be approximately 3% per

fiscal year for the next five fiscal years.

10%15%20%25%30%35%

Retirements / Eligibility for Retirement -- Actual FY 2004 to FY 2010 -- Projected FY 2011 to FY

% of Total Employees Who Retired orAre Projected to Retire

3% 4% 2% 3% 5% 2% 3% 3% 2% 3% 3%

% of Total Employees Eligible forRetirement

14% 14% 14% 13% 26% 27% 14% 15% 15% 16% 18%

FY 2004

FY 2005

FY 2006

FY 2007

FY 2008

FY 2009

FY 2010

FY 2011

FY 2012

FY 2013

FY 2014

Instructors

The ability of the college to attract and retain instructors with expertise in new technologies will be studied as part of the strategic planning process.

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Technology for the Next Three Years

Emerging Trends: 1 Year or Less to Adoption Social networks User-created content

Emerging Trends: 1-2 Years to Adoption Virtual worlds Mobile phone content

Emerging Trends: 2-3 Years to Adoption Massive multi-player educational games Emerging forms of publication and scholarship

Emerging Trend: Social Networks & User-Created Content--Social Computing for Admissions

Zinch.com provides a venue for high school students to post their resume and school admissions officers to search for qualified applicants

• Podcasting

— Routine and regular addition of new audio content— Ability to automatically receive new content that you select

through subscription. Download to MP3 player

• Blogs

— Web logs = Blogs — Typically text (some multimedia) content

• Video + Web logs = Vlogs

— Blogs that feature short videos instead of text— Example: Flagler College

Emerging Trend: Social Networks & User-Created Content

Cingular Wireless, Sprint Nextel and Verizon Wireless are starting a service that will allow users to post messages on Facebook's home pages or search for other users' phone numbers and email addresses from a cell phone.

96 percent of students with online access use social-networking technologies. (Aug 14, 2007 - National School Boards Association (NSBA) and Grunwald Associates LLC)

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iTunes University

Leverages the Apple iTunes Store platform

Provide content to constituency groups

Public / private components

Emerging Trend: Mobile Content

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YouTube itself wants to be a venue for academe. In the past few months, several colleges have signed agreements with the site to set up official "channels."

University of California at Berkeley

University of Southern California University of New South Wales, in Australia

Vanderbilt University

To set up an official channel on YouTube, colleges must sign an agreement with the company, though no money changes hands. That allows the colleges to brand their section of the site, by including a logo or school colors, and to upload longer videos than typical users are allowed.

Berkeley's 8 courses drew 1.5 million downloads in the first month

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1 million hits per month making content available online for free-lectures notes, readings, tests and

video lectures Began with the MIT initiative and initially supported by grants Used in marketing schools Keeping alumni connected to their institutions Expanding the reach of institutions world-wide

One Obstacle is cost: MIT estimates $20,000 per course (video camera operators)

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Emerging Trend: Individualized Learning: Games Simulations

Virtual environments

Social and cooperative play online

Alternative reality games

Source: Education Quarterly (Volume 29 Number 3 2006)

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Emerging Trend: Individualized Learning: Games

The University of North Carolina at Greensboro - Econ 201 http://web.uncg.edu/dcl/econ201

http://web.uncg.edu/dcl/econ201/trailer.html

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Emerging Trend: Individualized Learning: Virtual Worlds

Chemical Plant Example – The Center for the Advancement of Process Technology (CAPT) http://capt.com.edu/virtualchemplant/

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Emerging Trend: Virtual Environments for Classes

Second Life (www.secondlife.com) provides a familiar virtual environment for cyberclasses. http://www.youtube.com/v/b72CvvMuD6Q&rel=1

Can purchase “Land” in Second Life and hold regular classes in this space.

Ball State University: English 104 Harvard Law School: CyberOne: Law in the Court of Public

Opinion Sungard Higher Education

Swedish government has opened an embassy in Second Life modeled on their new Washington building.

New York Times, Education Life, Jan 7, 2007

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Emerging Trend: Mobile Phones

- A pocket-sized connection to the digital world Mobile phones provide the platform to deliver a wide range of services including:

Photos and printing

GPS location services

Movies and TV

Educational Content

Context Aware

Augmented Reality

Next Steps for Environmental Next Steps for Environmental ScanScan

Environmental Scan for CLC’s Strategic Plan and Enrollment Management Plan

role of environmental

adult enrollment

high school seniors

high school diploma

clcclc yield

clcs strategic plan

percent of adult residents

key demographic

Documents

STRATEGIC ENROLLMENT PLAN

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Health Plan Employee Enrollment Application

ENROLLMENT MANAGEMENT REPORT 2019-2020...enrollment...

Open Enrollment Information Plan Year 2021...Open Enrollment...

STRATEGIC ENROLLMENT PLAN - tarleton.edu Enrollment... ·.....

NJIT Strategic Enrollment management Plan: First...

2017-2020 Strategic Enrollment Management Plan ·...

PCC Strategic Enrollment Management Plan...

Institutional Enrollment Management Plan support of the...

Strategic Enrollment Management Plan

Oglala Lakota College Enrollment Management Plan...

Medicare-Medicaid Plan (MMP) Enrollment Assistance ... SHC.....