COE Enrollment Management Task Force
October 15, 2012
Summary of Responses to Guiding Questions:
I. Programs with greatest need:
A. ECFD Master of Science (CEFS). A new and growing program cited by Graduate College as one of the top 3 graduate programs in terms of growth rate.
1. Additional faculty needed to continue growth.
2. Need to offer 700 level electives (currently only offering one per year due to faculty loads).
B. Undergraduate ELE and ECE (CEFS). Maintenance needs due to current very large enrollments.
1. Several faculty nearing retirement.
2. Additional faculty needed to meet current program needs
C. EAD Master of Science and Education Specialist degrees (CLSE). Programs need support for growth and maintenance of enrollments.
1. Assistance with recruitment due to shortage of faculty; faculty too few to meet all marketing opportunities.
2. Additional faculty needed in near future – some are close to retirement.
3. Quality support for adjunct professors.
4. Marketing assistance to compete against “Storefront” graduate programs.
D. SPE (CLSE).
1. Growth in enrollment of BSED becoming more than current faculty can cover.
2. ASD track is growing – needs supporting faculty.
3. VI & OM programs are low-incidence – require continued advertisement and recruitment.
E. EDT MSED (RFT). Primary – support for rapid growth.
1. Too few faculty.
2. Additional electives needed – changes in educational technology; address student needs.
F. Foundations – EDC/SEC/SFR (RFT). Over-reliance on per course instructors.
G. Greenwood- GLS – growing number of per course.
1. Retirements – reallocation of line items.
2. Tenured faculty at MSU are stretched thin with campus commitments and teaching loads.
II. Needs assessments necessary? No.
III. Additional program analysis necessary? No.
IV. COE support equal across programs over past three years? No. Current support for COE programs is inadequate due to budget cuts. This includes need for increased GA and per course instructor support not mentioned above. Storefront competitors pay $3,200/3 cr.hr. course; COE pays $2,745/3cr.hr. course at most.
Focus on adequate support for program needs, not equal support.
A. Recruitment of GA’s – begin in January, not May. COE is behind other Colleges.
B. Programs interested in Teaching Assistants, not just GA’s.
C. Don’t use GA’s/TA’s for clerical positions.
V. COE efforts over the past three years to market programs:
• Marketing and recruiting on-going and becoming a more structured process – CFD, ECE, ELE BSED, ECFD
• Promotional items purchased for use at conferences and marketing events – CFD, ECE, ELE, ECFD
• Faculty and staff participate in majors fairs, MSU and COE Showcase events, at Springfield schools, other community venues; visits to area high schools (CFD) – CFD, ECE, ELE BSED & MSED, ECFD
• Developed COE Showcase in 2012; invited programs outside of CEFS to participate – ELE MSED
• Up-date Brochures on regular basis – CFD, ECE, ELE BSED & MSED, ECFD
• Advertise at professional conferences – ECFD, ELE
• ECFD – promotes program in ECE and CFD courses
• ECFD – Facebook page
• Bulletin Boards – updated on regular basis; graduates showcased there and online (ECFD)
• Developing YouTube videos – ECFD
• ELE MSED – Statewide math specialist certification will be added as program option
• CFD – articulation agreement under development with Crowder College
• Advisement staff visit OTC, Lebanon campus and Crowder College on regular basis for informational meetings – ECE, ELE, ECFD
• ELE BSED – Remote site coordinators engage in on-going recruitment for new cohort that begins each fall
• ELE BSED – SMART certification 4 ALL – student teachers and graduates promoted and marketed to area schools as value-added potential hires; seniors marketed as new hires to area school administrators
• CFD – Faculty liaison works with OTC to encourage increase in transfer students
• Websites kept updated – CEFS
• ELE MSED working to develop West Plains and Neosho cohorts
• CFD – West Plains Coordinator visits students each semester to foster connections to BS completion program
• Posts to CEFS blog on regular basis – ECFD
• ECFD – funding from Provost to host booth at major Head Start conference with two faculty
• ECFD – Promotional letter and flyer sent to all public schools in MO with early childhood programs
• ECFD – developed online option for MS
• ECFD – Directors Credential developed and is proceeding through approval process
• ELE BSED marketed in TEA SPS schools by TEA student teacher supervisors
• ELE MSED – increased web presence on MSU online site
• ELE MSED and Accelerated MS – promoted in ELE 302
• Participate in recruitment events – fairs, Showcase, trips – SPE
• Use flyers sent to inquiries about a program
• Participate in state professional organizations
• Support undergrad and graduate research presentations by students
• Word of mouth
• Offering quality programs – “If we build it, they will come“
• Visits to cohort sites – EAD
• Facebook pages – MS Student Affairs
• Send marketing materials to regional and national recruitment conferences – MS Student Affairs
• Web pages kept up to date
• Alumni – maintain contact
• Graduate Program Directories of professional organizations
• New website
• MSU homecoming
• Advertisements in the Springfield News Leader, local radio, MSU publications
• Postcards -MSU departments & local hospitals
• Brochures, recruiting fairs at MSU – MAT, LIT, EDT, MID
• Contact students at research stage to encourage continuation in program (promotes retention) – MAT
• Developed dedicated SFR 780 FA12 to promote retention – MAT
• Recruiting fair: College of the Ozarks – LIT
• Visit ELE courses – LIT
• Visit West Plains cohort regularly – MAT, LIT, EDT
• Try to contact students who drop out.
• Zizzer Academy at West Plains; use as seed program – EDT
• Reed Spring Project – preliminary stage – EDT
• Presentations at ELI – EDT
• COE Showcase – MID, EDT, LIT
VI. Additional types of marketing efforts needed:
A. Support for brochure development
B. Quality brochures
C. Additional Recruitment Banner
D. Website improvement
E. More and better posters
F. Increase presence at professional conferences
G. Program Facebook sites
H. Time and training electronic access points – Facebook, Twitter, websites, blog sites etc
VII. Diversity recruitment efforts in addition to recruitment efforts described above:
A. EAD – explore cohort in Kansas City? Need additional resources.
B. ECFD – support recruitment nationwide to Head Start Program staff
C. GLS – exploring FTA, HS summer camps.
D. Increase recruitment efforts for diversity at graduate level – greater number of diverse candidates available than at undergrad level.
E. Online classes – greater potential for attracting diverse student populations than F2F classes.
F. Maintain Hispanic Initiative efforts.
G. Develop graduate level minority scholarships.
H. Develop graduate fellowship positions to attract advanced students who serve as TA’s.
Task Force Members:
Kim Finch, CLSE
Fred Groves, RFT
JulieAnn Jenkins, GLS
Judy Pickering, Student Services
Program by Program Data (Responses from coordinators)
1. What are areas of enrollment needs for your specific program?
2. How do you market your program(s) for recruiting students and retaining students?
3. How many GA’s does your program currently have? How many did your program have last year?
4. Are there currently any “threats” to your program?
5. Do you have non-traditional students in your program?
6. Do you have post-bac students in your program?
1. What are the enrollment need for each program?
We are increasing enrollment in all areas. We do need to watch ELE as it did take a dip last year but is coming back up. Graduate programs need the most support in regards to growing enrollment.
2. Marketing efforts not described in report:
Marketing of CDC Program: We have a brochure which serves as a tool for marketing our program. We are in the process of professionally re-working this brochure. We are in the process of updating the website, which receives a lot of traffic. I distribute the brochures for all walk-in tours, and phone requests.
Challenges within our program include budget issues (food and supplies), maintaining full enrollment, staffing issues.
We are supported through community liaisons such as Child Care Aware of Missouri, Parents as Teachers of Springfield, and current faculty of Missouri State University. We also have a Parent Advisory Committee composed of parents of children enrolled in the center.
We receive grant monies from Eat Smart, Child and Adult Care Food Program, Missouri Preschool Project and an additional block grant that helps support our infant/toddler program.
Current enrollment is 87. Capacity is 88. In 2011-12 school year, 88 children enrolled; in 2010-11 year, enrollment was 84.
3. Number of GA’s per program.
ELE — 1 GA
ECE/CFD – 1 GA
TEA/Graduate Programs – 1 GA
CDC – none
1. What are the enrollment needs for CLSE?
a) Additional faculty is needed
b) Financial support for recruitment for new EAD cohorts, SEACT,
c) Training for adjunct faculty
d) Revamping of curriculum to meet new DESE standards/certifications
e) ASD masters and accelerated masters
f) Continued emphasis on VI & O & M
g) Travel budget constraints keeps Student Affairs from marketing program at regional and national graduate recruitment conferences
a) EAD shares one GA
b) One GA for Special Education Program
c) Three GA’s for COU
3. Are there any SWOT threats to the program?
a) “Store Front” operations
b) Lack of faculty to support current enrollment
c) Need support for CACREP accreditation
d) Quality support for adjunct professors and faculty
e) Increases in BSED enrollment not supported by additional faculty – create problems in quality instructional opportunities
f) ASD track is growing without supporting faculty to address on-going instruction
g) Lack of jobs in SPE may lead to reduced interest in SEACT
h) VI and O & M programs are low-incident, require continued advertisement and recruitment to invite interest
i) Student Affairs program name – not listed in CLSE name. Program needs own identity to leverage marketing plan
4. Do you have non-traditional students in your program?
a) Yes, especially those who have taught and are looking for an administration position or directorship in special education or career education
b) Yes, BSED program – some non-traditional students, many are working as paraprofessionals. SEACT program – returning second-career teacher candidates who may also be considered nontraditional for Teacher Education
c) Several non-traditional students in Student Affairs program. These work for University full-time, and are completing program on part-time basis.
5. Do you have post-bac students?
a) At EAD Master’s level – several post-bac students.
b) For SPE, all post-bac students enroll in SEACT.
c) Student Affairs – not pursuing this marketing niche.
1. 2011 expanded HS class size (30 to 40)
2. 2010 (2), 2011 (1), 2012 (0)
3. Are there currently any “threats” to your program?
a. Currently working toward self-sustainment, possess some insecurity for faculty, staff, and parents
b. Lack of courses beyond core curriculum causes some parents to remove students for schools with greater course offerings (courses limited to current course loads to meet required course offerings with only a few electives)
c. Reduced number of ranked faculty (three) to fully participate in MSU service – reduces potential impact and representation on campus
d. Increased use of per course instructors beginning to put hardship on full time instructors
e. Misrepresentation/lack of knowledge about GLS in COE and MSU may impact potential applicants and/or color perceptions about GLS
1. Enrollment needs:
a) West Plains cohort is continuing to struggle with enrollment, due to economic pressures that led to competition for potential MAT students.
b) Springfield cohort – cyclic pattern of enrollment that rises and falls over two year period has been noticed; anomalous so far. Otherwise, enrollment is stable.
c) Joplin cohort – stable numbers.
2. GA’s? One – shared.
3. Threats? See #1 above. Also, “store-front” programs – constant issue (Lindenwood, etc.) with offers of quick/easy degrees. MAT certification element helps avoid this.
4. Non-traditional students? About 20% are “turnarounds” who enter program right after graduating.
1. Enrollment needs?
a) Interested in gaining more students; program okay.
b) Retention satisfactory – above 90% within 8 years.
2. GA? 1
a) “Store-front” programs.
b) Concerns about new RFT grad degree under consideration.
c) ETS I – developing Reading PRAXIS Test for certification.
d) Turn away students for LIT 680 & 685 – too few instructors.
4. Non-traditional students? More older students now enrolling (40 – 60yrs old).
Educational Technology Program:
1. Enrollment needs?
a) Enrollment growing rapidly since name change.
b) Reeds Spring area cohort under consideration.
2. GA? 1, shared.
a) EDT faculty needs to increase – growth.
b) More electives – strong interest, lack faculty.
4. Non-traditional students? Yes.
FA10, FA11, and FA12 Enrollment:
|CFD – BS||
|ELE – BSED||
|ELE – MSED||
|ECE – BSED||
|ECFD – MS||
|ECE – Pre Adm||
|CDC – Child Development Center||
|Capacity is 88|
|ED.D Coop Prog||
K-12 Total 344 374 372
EDT Spec. 0 1 4 LIT-MSED 44 35 44 MID-BSED 115 128 127 MAT-SGF 142 86 81 MAT-Joplin 5 27 17 MAT-WP 0 4 2 MAT Total 147 117 100