Accomplishments

The American Association of State Colleges and Universities’ Sallie Mae Retention Project named Michigan Tech as a model for other colleges and universities for the variety of programs that we offer to support retention [2.6F2].

General Enrollment

As a technological university, Michigan Tech succeeds in serving its traditional niche market. Over 65% of its students are enrolled in engineering and over 85% in engineering or science. While some departments, such as Mechanical Engineering/Engineering Mechanics, Chemical Engineering, and Civil and Environmental Engineering, have experienced very high enrollments given their levels of faculty, others such as Mining Engineering, Metallurgical and Materials Engineering, Geological Engineering and Sciences, the School of Forestry and Wood Products, and the School of Business and Economics, have excess capacity (see Appendix 6 and departmental self-studies [2.6] for information on unit enrollment). Controlling enrollments in some disciplines, while attempting to increase it in others, will prevent student-to-faculty ratios from becoming too high and laboratory capacities from being inadequate to provide a quality education.

Overall enrollment rose steadily to a peak in 1992 and then declined. Fall 1997 numbers indicate that a turnaround in first-year enrollment has occurred (see Figure 10).

FIGURE 10. Undergraduate Student Enrollment

Source: Institutional Analysis (Fall Headcount)

As explained in Chapter 1 (Response to Concern 9) there are three reasons for this decline:

1. raised admission standards in several engineering departments,
2. graduation of a large cohort which entered in 1990–92, and
3. declining numbers of 18-year-olds in Michigan.

In addition, interest in engineering and science among high school students has declined, and competition in Michigan has increased. Nonetheless, because our goals for increasing undergraduate enrollment by 2%–4% annually over the next five years are not unrealistic, it is clear we need to improve our recruitment process.

Michigan Tech is a public university, yet its remote location, niche offerings, and premium price for many disciplines differentiates it from regional, comprehensive universities and suggests that comparisons with private as well as public universities could be enlightening. The Fall 1995 National Enrollment Management Survey conducted by Noel Levitz indicated that the conversion rate from inquiries to applications for four-year public universities was 27.7% and for private colleges and universities 9.2%. Michigan Tech’s 1996 conversion rate of 14% was assessed by Levitz to be weak; Levitz recommended we should achieve 21%. To obtain even this 14% conversion rate, we spend more than other institutions on a per student basis. According to Levitz’ survey, the average four-year public university spent $345 on recruitment, marketing, and admissions per enrolled new student, while Michigan Tech spent $709 ($946,200 for 1,332 new recruits); private colleges and universities spent $1,562.

Some of this expenditure pays off when we look at the next set of conversions, from applications to acceptances to enrollees. Compared to our benchmark institutions in 1994, we did very well (see Table 7).

TABLE 7. Conversion from Applications to Acceptances to Enrollees.

School	# of Applicants	% Accepted	% Enrolled
Missouri-Rolla	1,868	94%	47%
Clarkson	2,174	90%	29%
Michigan Technological University	2,622	85%	47%
Worcester Polytechnic Institute	2,772	84%	39%
Rensselaer Polytechnic Institute	5,110	80%	27%
Lehigh	6,397	69%	25%
California Polytechnic SLO	6,008	65%	40%
Carnegie Mellon	8,727	60%	23%

Source: University of Missouri Rolla, Retention Committee, 1995/96 Report, June 1996 [6.2B3]

This pattern of evidence suggests that our recruitment strategy needs to focus on increasing both inquiries and conversions from inquiry to application. Feedback from high school counselors to Admissions staff confirm this. They report a perception that Michigan Tech is only for the very highest caliber student. Our mean ACT composite score was 24.9 in 1988 and rose to 25.6 in 1996, compared to a national average of 20.9 and Michigan average of 21.1. Only the University of Michigan has a higher mean ACT in the State. This perception influences potential students with good academic records to self-select themselves out of the initial application process, or they are advised by school personnel not to apply. This perception needs to be changed. We need to market Michigan Tech as an academic experience which is rigorous and challenging but achievable within a supportive, team-oriented environment that has a great payoff for the student in placement, starting salaries, low debt upon graduation, and lifelong career opportunities. Another factor that inhibits recruitment is our physical climate and remote location, with limited access by public transportation; this was reconfirmed by the Image and Identity Assessment Study [2.9B].

We have adopted three strategies to improve recruitment:

1. recruit in our traditional engineering and science niche well in advance of college selection decisions,
2. expand our offerings beyond the traditional niche, and
3. recruit more aggressively both locally and outside Michigan.

To start recruitment in advance of students’ college selection decisions, we have done two things. First, in 1996 we increased the number of names of high school juniors purchased from Student Search from 10,000 to 20,000. Second, we began more aggressively to use our campus visit programs as recruitment opportunities. Michigan Tech supports an array of well established precollege programs, including summer youth programs and academic year outreach activities, to introduce and involve over 1,500 students, ages 12–18, with Michigan Tech’s academic departments [2.6F2]. These programs target traditional student populations as well as underrepresented students, three of which—Women in Engineering, Minorities in Engineering, and the Minority College Access/Summer Youth Program—are collaborative efforts between the University, corporations, and secondary schools [7.4A]. Admissions personnel had limited contact with these student alumni in the past but are now aggressively contacting students in the 11th and 12th grades about participation in all programs. In 1996, we held a Sneak Preview Program for 400 students and their families to experience residence hall life. We also actively marketed summer visits to MTU for high-school and community college teachers and counselors, which resulted in an increase in participation.

Although Michigan Tech has strong program offerings outside engineering and science, they were not seriously marketed until the early 1990s. We have begun to promote our expertise in business, humanities, education, and other fields in centralized recruitment efforts. As an incentive, a $150,000 Provost Incentive Fund for Admissions in 1994/95 provided $1,000 awards to 131 entering freshmen, 33% of which were dedicated to non-engineering students. In addition, academic departments which are undersubscribed have become more involved and have invested resources in recruitment. For example, the School of Forestry and Wood Products is co-sponsoring a summer precollege Multicultural and Natural Resources Program with Educational Opportunity and the U.S. Forest Service [2.6D], and Chemistry has adopted two Detroit area schools. Internal recruitment of internal transfers (students contemplating changing majors or leaving) is also increasing. In February 1997, 29 academic units participated in the first annual Opportunities Expo. This strategy also assists retention.

Because recruitment of local students (within a 100–250 mile radius) has not been a priority for most University departments, the University does not have a visible, local advertising presence (unlike one of its competitors for non-engineering students, Northern Michigan University). This is a concern which should be addressed. Several units have already begun to actively provide outreach to local and regional schools during the academic year: Physics—Rockets for Kids, 1997; Biological Sciences—Bioathlon, 1992–97; Engineering—Engineering Olympics, 1991–97; and Educational Opportunity—Girls + Math + Science = Choices, 1991–97. In addition, the School of Business and Economics schedules focused recruitment visits to community colleges located within a radius of 100–200 miles [2.6C] and the Native American Outreach Coordinator works closely with the three community colleges that have large numbers of Native-American students.

Finally, the Admissions Office has long recruited almost exclusively in Michigan. In 1996, after realizing the need to expand our key markets, the Admissions staff substantially increased their out-of-state visits, while maintaining their presence in the Michigan market.

Distance Education

Another strategy for increasing enrollment is distance education. This will be discussed separately in Chapter 13.

Diversity in Enrollment

Concerns about underrepresented groups were addressed in Chapter 1, Response to Concern 2. Ambitious goals have been set for the undergraduate enrollment of women and underrepresented groups. With respect to underrepresented groups, the Strategic Plan called for doubling the total number of students from these groups between 1992 to 1997. The PCW recently set a goal of 35% undergraduate women by 2001 [5.5C]. In 1996 the Retention Task Force recommended a goal of 5.5% undergraduates from underrepresented groups by 2001 and 12% by 2006. In 1986 the MPTF had set a goal of enrolling at least 300 African-, Hispanic-, and Native-American undergraduate students by 1994.

Although the University’s initiatives to increase the number of women on campus have helped Michigan Tech meet or slightly exceed national percentages in engineering, we have not yet met our goals. Nationally, women as a percentage of undergraduate enrollment in engineering grew from 16% in 1988 to 19% in 1996, compared to undergraduate engineering growth at Michigan Tech from 16% to 20% during this period [6.2B2]. Total enrollment of women undergraduates at Michigan Tech grew from 23.5% to 25.3% (see Figure 11). Two strategies were recommended by the PCW to meet our goals: Increase targeted recruitment for non-engineering departments and increase support for the precollege Women in Engineering programs.

FIGURE 11. Undergraduate Student Enrollment—Gender Distribution.

%=Percent of Women to Total Enrollment

Source: Institutional Analysis (Fall Headcount)

Since 1988, the number of underrepresented students increased by 24%, from 189 to 235 in 1996. Enrollment peaked at 281 in 1992, but has declined since then (see Table 8). As a percentage of total undergraduate enrollment, underrepresented-group representation improved from 3.1% in 1988 to 4.4% in 1992 and has remained relative stable thereafter (see Figure 12). Clearly the goal of doubling underrepresented-student enrollments has not been achieved. However, the more realistic goal of 5.5% underrepresented undergraduate enrollment set by the Rentention Task Force appears achievable.

TABLE 8. Undergraduate Student Enrollment—Underrepresented Groups.

	1988	1989	1990	1991	1992	1993	1994	1995	1996
Asian American	90	98	81	104	87	82	85	74	68
African American	36	57	68	88	111	87	87	89	82
Hispanic American	32	40	36	40	43	43	31	30	42
Native American	31	31	36	45	40	39	48	44	43
Total	189	226	221	277	281	251	251	237	235

Source: Institutional Analysis (Fall Headcount)

FIGURE 12.Undergraduate Student Enrollment—Underrepresented Distribution.

%=Percent of underrepresented groups to total enrollment.

Source: Institutional Analysis (Fall Headcount)

We have particularly focussed on improving enrollment of African-, Hispanic-, and Native-American undergraduates. By Fall 1996, 167 students in these categories were enrolled on campus, a significant increase from the 1988 figure of 99, but a decline from a high of 194 in 1992 when total enrollment peaked—and considerably shy of the MPTF goal of 300. Strategies for improving our success include:

• improved efforts to introduce Michigan Tech to teachers and counselors in secondary schools with high populations of underrepresented students (e.g., the Secondary Educators’ Fellowship Program),
• expanded recruitment beyond Detroit, and
• continued support for the Native American, Minorities in Engineering, and Minority College Access/Summer Youth Programs.

Educational Opportunity is preparing a report that describes the University’s efforts to build programming for the benefit of students from underrepresented groups which will include a recommendation to develop a strategic plan for recruitment of underrepresented students based on Rentention Task Force recommendations [5.4A].

The University’s involvement in a number of external consortiums, partnerships, and organizations also facilitates recruitment of underrepresented students (see Table 9).

TABLE 9. Minority Partnerships

Organizational Membership and State Programs	Facilitating MTU Department
Michigan State King-Chavez-Parks Program College Day Future Faculty Visiting Scholars	Educational Opportunity
Graduate Education for Minorities	Educational Opportunity Dean of Engineering
National Association of Minority Engineering Program Administrators	Educational Opportunity Student Affairs
Women in Engineering Programs Advocate Network	Educational Opportunity Dean of Engineering
State of Michigan Select Student Support Services Program	Educational Opportunity (PI) General Engineering Mechanical Engineering/ Engineering Mechanics Student Affairs Dean of Engineering
State of MichiganMichigan College and University Partnership	Educational Opportunity (PI) Admissions Gogebic Community College Bay de Noc Community College
National Association of Student Personnel Administrators	Student Affairs
Michigan Space Grant Consortium	Educational Opportunity
State of Michigan Wade McCree Scholars Program	Educational Opportunity President/Provost
Detroit Area Pre-College Engineering Program	Educational Opportunity Admissions

In 1988, the NCA Evaluation Team expressed particular concern for Native-American enrollment at Michigan Tech. The number of Native-American undergraduate students has increased from 31 to 43 (see Table 8). In 1989 the Outreach and Multiethnic Program division was established, and in 1996 a Native American Outreach Coordinator was hired. The Coordinator's assignments include working to increase Native-American enrollment at Michigan Tech for both first-year and transfer students. Also in 1989, the American Indian Biological and Computer Science Workshop for students ages 12–16 years was initiated to increase career awareness and help build academic skills of precollege Native-American students, as well as encourage them to prepare for, and consider, postsecondary education.

Student Marketing

The 1988 report prepared by the NCA Evaluation Team for Michigan Tech expressed some concern that the Admissions staff and University marketing pieces did not always convey the same message. Improved administrative structure and staffing have increased coordination in this area, which has resulted in more creative, uniform admissions and marketing pieces. In addition, a University-wide marketing committee under the direction of the Senior Vice President for Advancement and University Relations is now developing an integrated marketing plan.

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