Enrollment

Saint Benedict sees revenue grow while shrinking enrollment

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Saint Benedict decreased enrollment to shore up its finances, an unusual move at a time when many small colleges are considering growth.

U.S. data show rate of enrollment growth slowing in 2009-10

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Federal data show number of students in college rose by 3% in fall 2010, less than half as much as in 2009. Gender gap shrinks; for-profit colleges enrolled 11.3% of students.

Rasmussen College Proves Bigger Isn't Always Better

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With a focus on job training and steady growth, Rasmussen College may look more like a local college than a for-profit

Study: Collegiate focus on independence a disadvantage for first-gen students

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Colleges focusing on independence might be inadvertently harming first-generation students who favor collaboration, a new study contends.

Northeastern University opens branch campus in Charlotte, plans further expansion

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Northeastern opens a new graduate campus in Charlotte, N.C., and plans further expansion to other cities in tactic to reach previously untapped students.

Gazing Into Higher Ed's Future

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U.S. projects that by 2019, gender gap in college-going will widen, Latinos will lead in enrollment growth, and completions won't come close to meeting the Obama goal.

Numbers to Say No

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By tracking financial aid data, Nazareth College finds that students were as likely to enroll when their financial aid appeals were denied.

How the Recession Re-Sorted Freshmen

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New-student enrollment rose during the first few years of the economic downturn, but the institutions they chose varied by region, a new report says.

A Better Way to Evaluate Colleges

Today, U.S. News & World Report will once again come out with its annual college rankings. Having worked as a college administrator my entire professional life, I often get questions about the usefulness of such rankings in the search process.

While rankings such as those published by U.S. News and World Report offer some useful data, I have developed a different set of five simple criteria or considerations for evaluating the value and for choosing one of the best educational experiences offered by our country’s 600 liberal arts colleges. Were I to provide counsel to parents of students interested in attending one of these colleges -- or to educators wondering how their institutions are doing -- here are five lines of questioning I’d suggest they pursue:

1. Has the institution’s faculty been granted a Phi Beta Kappa chapter? Founded in 1776, Phi Beta Kappa is the nation’s oldest and strongest academic honor society. Only those colleges or universities that meet the most rigorous academic standards are granted chapters. Criteria for membership include the number of volumes in the library, the number of faculty members who hold terminal (doctorate) degrees, and the number of faculty members who are members of Phi Beta Kappa. Membership in Phi Beta Kappa is an icon for maintaining a faculty of high caliber. Of the more than 4,000 colleges and universities in the country, only 270 -- 7 percent -- have been granted Phi Beta Kappa chapters. Other measures of academic quality include accreditations by national organizations, honors and awards received by faculty, and participation of students in undergraduate research and related regional and national competitions.

2. Has the college or university earned a favorable rating (A or better) by Moody’s Investors Service or another rating service such as Standard and Poor’s? Moody’s rates bonds issued to finance capital projects. Each series of bonds carries a different rating, but taken in aggregate, the bond ratings provide a meaningful and important gauge of institutional health. No institution can get an A or better rating if it does not have a history of balanced budgets. In Texas, for example, only five of our private colleges have an A or better rating from Moody’s as of June 2005. Bond ratings show financial strength in the way Phi Beta Kappa membership shows an institution’s academic strength. A good bond rating is an indication that an institution has the funding to sustain important academic programs. Other measures of financial health include the annual National Association of College and University Business Officers Endowment Survey and the college’s annual report, which should include a financial statement that shows expenditures for instruction, library and technology, scholarship, maintenance and construction as well as income from tuition, endowment, and gifts and grants.

3. Do graduates of the college earn predominantly Bachelor of Arts degrees? Bachelor of Arts degrees, which often require mastery of a foreign language, are the “union cards” for people who truly pursue undergraduate study in the liberal arts. Generally, it can be said that the higher the ratio of B.A. degrees to pre-professional degrees such as the B.B.A., the greater the college or university’s commitment to teaching. At the strongest liberal arts colleges and universities, at least 75 percent of the degrees awarded each year are B.A.'s as opposed to pre-professional degrees.

4. What percentage of students resides on campus? Living on campus is an important component of a student’s education, as it helps develop a sense of community and civic duty and provides a more complete living and learning environment. Campus residency leads students to participate in campus organizations where they learn valuable leadership and teamwork skills. Ideally, 80 percent or more of a campus’s full-time undergraduates should reside on campus to ensure a vibrant collegiate experience.

5. How diverse is the campus community? Diversity comes in many forms: racial/ethnic, gender, socio/economic, age, geographic, to name a few. A hallmark of a broad-based undergraduate education is consideration of a variety of perspectives based on the different experiences of diverse students and faculty. This type of rich and vibrant dialogue proves invaluable in students’ future professional, civic and personal lives. As a threshold, campus communities of students, faculty and staff should include 20 percent or more who represent populations other than its dominant majority.

I’m not saying that we should throw out rankings such as those compiled by U.S. News. An unfortunate characteristic of our society is that we always want to know who is No. 1 – whether it be in the classroom or on the football field. But the problem with rankings is that they encourage institutions that are uniquely different to change their programs in an attempt to improve their rankings. This doesn’t make sense for institutions that have specific missions that do not complement the rankings game.

For students who want to choose a great liberal arts college, I believe the above five questions are the ones that should be asked. You won’t find a college in America that meets these criteria and isn’t a great liberal arts college.

Author/s: 
Jake B. Schrum
Author's email: 
info@insidehighered.com

Jake B. Schrum is president of Southwestern University, in Georgetown, Tex.

Saying No

If there's one thing I don't like about the first week of classes, it's the task of saying "no" over and over again.

Like many community colleges, mine has far more students than we have slots available in most of our classes. It's a very rare course where I am able to accept everyone who shows up the first day trying to "crash" a class. More often, as with the three classes I met on my first morning of teaching this semester, I have wait lists of one- or two-dozen for classes that typically  have a maximum of 40. I generally do lotteries for available seats, and ask all those not selected to leave.

I'd like to enroll everyone, of course, and be the "nice guy." But if I did that, I'd be left with a classroom too tightly packed for anyone to move, and in serious violation of city and state fire and safety codes. I'd also be overwhelmed with papers and tests and journals, and my grading load -- with seven courses a semester and no teaching assistants -- is already immense. So for reasons of both safety and sanity, I have had to get very good over the years at saying "no."

Students beg and plead and, invariably, explain why it is that without this particular class, their entire academic career will be ruined permanently and the dreams of their parents dashed. Some students get teary with frustration at the depressing process of huddling in doorways and squatting on floors and ingratiating themselves to be admitted to over-crowded classrooms. A few try flirtation or flattery; on one or two occasions long ago, various bribes were rather openly proffered -- and politely refused.

College administrators have told me, on more than one occasion, that professors are not to use any method other than random lotteries to choose students for available spaces.  Apparently, the concern is that if students are asked to write an essay, or demonstrate a high degree of need for the class, then professors open themselves up to charges of bias or favoritism. After all, we are not truly in a position to judge the actual needs of our students. It is axiomatic that each semester, I will hear, over and over again, “Professor, yours is the last class I need to transfer. If I don’t get in, I’ll be set back an entire semester.” Is it possible, even likely, that many of these students are telling the truth? Of course. Is it equally likely that some students are exaggerating? Yes. Is it part of my job to evaluate the veracity of their claims and the urgency of their need? I don’t think so.

I find that saying "no" to a student who wants to get into a class is much harder than saying "no" to a student who has asked me to rethink a deservedly poor grade. When I've assigned a low grade to sub-par work, I generally feel quite confident in my assessment of the student's product. But the way in which students get into classes seems so arbitrary (and unfair, as returning students get priority) that I have a hard time defending the system that leads to the composition of any particular class.  And yet, any system where I am called upon to make judgments about a student’s suitability for a particular course seems an even worse prospect.

It's no fun for the students to put themselves through this. I honor them for doing it. The smart ones continue to call and visit every day, hoping that some enrolled student has dropped and a space has been freed up. Often, but not always, I am able to accommodate them once students start to drop after the first week, but I won't do so if it means a dozen bodies on the floor and students barely able to breathe. (I tend to pace around while I teach, rather than cling to a podium; I need a bit of walking space!) I’m also aware that the college can get cited for safety code violations by the fire department if we overcrowd the classroom.

Two true lottery stories: One year, I had about two dozen names on a list for my women's studies course in which five spaces were available. There were perhaps 17 women and 7 men trying to get into the class; by strange chance, all five of the slips of paper I drew had men's names. It was completely random, but as one of those women who wasn't selected left, she muttered in disappointment, "God, even in a women's studies class I'm fucked over by men." Lots of people heard her, and it set an awkward tone for the remainder of the morning.

Another year, I had three spaces available on a lottery list for a modern Europe class; one of the women on the list (of some 15 hopefuls) was a very pretty, bubbly scantily-dressed blonde. Her name was the first name that appeared -- at random -- when I pulled slips of paper out of a manila envelope. After the class, two students who weren't selected publicly accused me of rigging the lottery to pick the "hot girl," and they complained to the dean. (Who laughed them out of her office; incidentally, the "hot girl" ended up one of the top students in that particular section.)

There’s little prospect of this over-crowding changing any time soon. Community colleges, at least here in California, have an open-admissions policy. The fact that a student has been admitted to the college does not guarantee a space in a single class. Invariably, that means that more students are enrolled in the college than we have classroom (or parking) space available. Students report that in many cases, their academic careers are extended by one or two years because they are unable to get into all the classes they need in a timely fashion. The obvious answer is that we need more professors, more courses, and more buildings in which to do our teaching. But until, by some budget miracle, all of those resources are available, I will continue to have to say “no” to the hopeful, the ambitious, and the deserving.

I'm not asking for pity, mind you; saying "no" and dealing with the justifiably frustrated and disappointed is part of the job description. But it's pretty damn near my least favorite part of what I do.

Author/s: 
Hugo Schwyzer
Author's email: 
info@insidehighered.com

Hugo B. Schwyzer teaches history and gender studies at Pasadena City College. He teaches and blogs about such issues as the interplay of faith and sexuality, American history, and masculinity.

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