Internal Enrollment Trends

1
Internal Enrollment Trends

• Some Important Patterns of Our Enrollment to
  Guide our Thinking

2
Aggregate Enrollment Patterns

• Data from Fall SIRS Reports for Last Five Years
• New Student Number Is Stable
• Continuing Student Number Increasing
• Graduate Number Dips and Returns

3
Chart of UG Enrollment
4
Graduate Student Trend
5
Brief Summation

• Graduate Enrollment Returning to Its High Point
  in 1998
• UG Enrollment Reflects Retention Efforts

6
Retention Complex

• Although of New Students Stable
• Rejections of Applications Increased
• Average SAT Score Has Gone Up
• Number of Suspensions Down
• Number in Learning Support Down
• Quantity Constant, Quality Up

7
Improved Quality

• Handouts on SAT
• Suspensions
• Rejections

8
Learning Support Numbers
9
Retention Complex

• As First Year Retention Has Increased, Retention
  Overall Has Increased
• Thus, Higher Demand for Classes in Upper Division
  Areas

10
Running Out of Room

• Our Successes Have Created Crowded Conditions
• Numbers Committee Problem Core Seats Now a
  Larger Problem

11
Occupancy Rates

• Term for Enrollment Capacity
• A Section at Midterm with Five or Fewer Available
  Seats is Full
• Percentage of Full Sections to Total Sections
  Section Occupancy Rate
• Or Percentage of Seats Taken to Seats Offered
  Seat Occupancy Rate

12
Graphs of Occupancy Charts

• COAS, COE, RCOB
• LD Lower-Division Students
• UD Upper-Division Students
• Grad Graduate Students
• Section OR Section Occupancy Rate

13
Lower Division
14
Upper Division
15
Graduate Students
16
Not All Areas Are Crowded Equally

• Upper-Division Courses Have Some Room to Grow
• Yet Not All Departments Follow Same Pattern

17
Department and Section Seat Occupancy

• See Handouts of Charts for Fall 02 for All Three
  Colleges

18
Increased Class Size

• As Demand Has Increased
• So Has Class Size
• But Not As Much As Thought

19
Pattern of Large ClassesArts and Sciences
20
Education
21
Business
22
Majors Distribution

• Handout on Returning Students

23
Tentative Conclusion

• Implications