HIED 860: Enrollment Management

Studies three stages of enrollment management: Pre-admission, initial student experience, and student success and completion.

The information contained on this page is designed to give students a representative example of material covered in the course. Any information related to course assignments, dates, or course materials is illustrative only. For a definitive list of materials, please check the online catalog 3-4 weeks before the course start date.

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Overview

This course is designed to introduce you to key components of strategic enrollment management. The course is divided into three parts. The first part, which contains the initial three lessons, introduces core themes that permeate the class while also introducing you to field of enrollment management. The second part addresses the core activities associated within enrollment management: recruitment, admissions, financial aid, and retention. The final part of the course focuses on current trends in enrollment management.

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Course Objectives

1. Explore the key theoretical and conceptual frameworks that help one better understand the work conducted by enrollment managers.
2. Recognize that enrollment management varies in terms of organizational structure, job functions, and required competencies among higher education institutions.
3. Become familiar with the fundamentals of student recruitment, including: marketing, identifying potential students, and data-driven recruitment.
4. Describe the admissions process and alternative approaches to admissions, e.g. rolling admissions vs. selective admissions and eligibility vs. holistic evaluation.
5. Describe the key components of an overall tuition and aid program: tuition and fees, need-based aid programs, merit-based aid programs, and aid programs designed to increase net tuition revenue.
6. Examine the complexities associated with measuring student retention, theories and models of student success, and policies and practices that can promote student success.

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Required Course Materials

Most World Campus courses require that students purchase materials (e.g., textbooks, specific software, etc.). To learn about how to order materials, please see the Course Materials page. You should check LionPATH approximately 3–4 weeks before the course begins for a list of required materials.

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Technical Requirements and Help

Technical Requirements and Help

Operating System	Canvas, Penn State's Learning Management System (LMS), supports most recent versions of Microsoft Windows and Apple Mac operating systems.  To determine if your operating system is supported, please review Canvas' computer specifications.
Browser	Canvas supports the last two versions of every major browser release. It is highly recommended that you update to the newest version of whatever browser you are using. Please note that Canvas does not support the use of Internet Explorer. Students and instructors should choose a different browser to use.    To determine if your browser is supported, please review the list of Canvas Supported Browsers. Note: Cookies must be enabled, and pop-up blockers should be configured to permit new windows from Penn State websites.
Additional Canvas Requirements	For a list of software, hardware, and computer settings specifically required by the Canvas LMS, please review Canvas' computer specifications.
Additional Software	All Penn State students have access to Microsoft Office 365, including Microsoft Office applications such as Word, Excel, and PowerPoint. Students will need a PDF reader, such as Adobe Reader.
Hardware	Monitor: Monitor capable of at least 1024 x 768 resolution Audio: Microphone, Speakers Camera (optional, recommended): Standard webcam - many courses may require a webcam for assignments or exam proctoring software.
Mobile Device (optional)	The Canvas mobile app is available for versions of iOS and Android. To determine if your device is capable of using the Canvas Mobile App, please review the Canvas Mobile App Requirements.
Help	If you need technical assistance at any point during the course, please contact the Service Desk.

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Student Education Experience Questionnaire (SEEQ)

During the semester you will receive information about completing the Student Education Experience Questionnaire (SEEQ). Your participation is an opportunity to provide anonymous feedback on your learning experience. Your feedback is important because it allows us to understand your experience in this course and make changes to improve the learning experiences of future students. Please monitor email and course communications for links and availability dates.

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Course Requirements and Grading

Grading

Assignment Breakdown

Assignment Name	Location	Point/Percentage Value
Discussion Forums:	Total: 5	12 pts
Introductions Discussion Forum	Lesson 1	1 pt
Admit One: Last Minute Applicant Selections	Lesson 1	4 pts
Current Event: Connecting to the Pipeline, Funnel, and Iron Triangle	Lesson 2	4 pts
Admission Issues - Discussion Forum	Lesson 6, Part 1	3 pts
Lessons Learned Discussion	Lesson 12, Part 2	N/A
Course-Long Discussion Forum	Every Lesson	N/A
Writing Assignments & Quizzes	Total: 11	60 pts
Demonstrating Competency	Lesson 3	4 pts
Importance of Characteristics Quiz	Lesson 4, Part 1	3 pts
Perception of Characteristics Quiz	Lesson 4, Part 2	3 pts
Institutional Website Analysis	Lesson 4, Part 2	7 pts
Name Buy	Lesson 4, Part 3	8 pts
Key Philosophical Issues in Admission	Lesson 5, Part 3	4 pts
Promoting Access Quiz	Lesson 6, Part 2	3 pts
Tuition Discounting, Part A	Lesson 6, Part 2	6 pts
Tuition Discounting, Part B	Lesson 6, Part 3	6 pts
Review of Retention Data	Lesson 7, Part 1	8 pts
Student Success Interventions	Lesson 7, Part 2	8 pts
Topic Exploration	Total: 5	28 pts
Selection of Topic Discussion	Lesson 4, Part 1	2 pts
Topic Exploration Check-In Discussion	Lesson 6, Part 1	2 pts
Topic Presentation Discussion	Lesson 8, Part 1	12 pts
Topics Synchronous Discussion	Lesson 8, Part 2	6 pts
Topic Reflection Paper	Lesson 8, Part 2	6 pts

Please refer to the University Registrar's information about University grading policies. If, for reasons beyond the student's control, a student is prevented from completing a course within the prescribed time, the grade in that course may be deferred with the concurrence of the instructor. The symbol DF appears on the student's transcript until the course has been completed. Non-emergency permission for filing a deferred grade must be requested by the student before the beginning of the final examination period. In an emergency situation, an instructor can approve a deferred grade after the final exam period has started. Under emergency conditions during which the instructor is unavailable, authorization is required from one of the following: the dean of the college in which the candidate is enrolled; the executive director of the Division of Undergraduate Studies if the student is enrolled in that division or is a provisional student; or the campus chancellor of the student's associated Penn State campus.

For additional information please refer to the Deferring a Grade page.

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Course Schedule

Note: All due dates reflect North American eastern time (ET).

Lesson Breakdown

Lesson 1: Course Introduction

Readings:	Textbook Chapter 2: Understanding the Context - pp. 18-30
Assignments:	Introduction Discussion Forum Admit One Discussion Forum

Lesson 2: What is Enrollment Management

Readings:

Textbook Chapter 1: Origins of Strategic Enrollment Management - pp. 3-17 Other Readings Hossler, Don. (2004). How Enrollment Management Has Transformed – or Ruined – Higher Education. Chronicle of Higher Education. April 30. Quirk, Matthew. (2005). The Best Class Money Can Buy: The Rise of the “Enrollment Manager” and the Cutthroat Quest for Competitive Advantage.  The Secret Weapon: Financial-Aid Leveraging. The Atlantic Monthly. November.

Assignments:

Current Event Discussion Forum

Lesson 3: Practicing Enrollment Management

Readings:

Textbook Chapter 3: Successful Strategic Enrollment Management Organizations, pp. 31 - 46 Other Readings Hoover, E. (September 15, 2014). The hottest seat on campus. The Chronicle of Higher Education. Schulz, S. & Lucido, J. (2011). Who we are. Journal of College Admission.  Optional Reading Schulz, S. & Lucido, J. (2011) What enrollment management structures reveal about institutional priorities. Enrollment Management Journal, vol. 5, issue 4. (Note: this link will upload the volume and issue of the journal. You will need to navigate to the referenced article.)

Assignments:

Demonstrating Competency Writing Assignment

Lesson 4: Marketing and Recruitment: Part 1: Student Mindset

Readings:	Textbook Chapter 4: Understanding Student College Choice, pp. 49 - 76
Assignments:	Importance of Characteristics Quiz Perception of Characteristics Quiz Selection of Topic Discussion

Lesson 4: Part 2: Messaging

Readings:	Textbook Chapter 6: Admission and Recruitment Marketing, pp. 103 - 123.
Assignments:	Institutional Website Analysis

Lesson 4: Part 3: Building the Playbook

Readings:	Other Readings Wexler, Ellen (May 2, 2016). Your future starts here. Or here. Or here. Inside Higher Ed. Course Reserves Steven, Mitchell (2007). Creating a Class: College Admissions and the Education of Elites. Cambridge, MA; Harvard University Press, pp. 52 - 94
Assignments:	Name Buy Writing Assignment

Lesson 5: Admissions: Part 1

Readings:	Textbook Chapter 8: How Admission Decisions Get Made, pp. 147 - 174.
Assignments:	Rolling Admissions Self-Check

Lesson 5: Part 2

Readings:	Textbook N/A
Assignments:	Admission Issues - Position Paper

Lesson 6: Financial Aid and Tuition: Part 1

Readings:	Textbook Chapter 9: Economic Perspectives on Pricing and What it Means for SEM,  pp. 177 - 195
Assignments:	Tuition Increase Self-Check Admission Issues, Discussion Forum Topic Exploration Check-In Discussion

Lesson 6: Part 2

Readings:	Textbook Chapter 10: Understanding Financial Aid and Its Effects on Student Enrollment and Institutional Finance, pp. 196 - 212
Assignments:	PMU Financial Aid Proposal Self-Check Promoting Access Quiz Tuition Discounting, Part A Writing Assignment

Lesson 6: Part 3

Readings:	Textbook Chapter 11: Using Campus-Based Financial Aid Strategically, pp. 213 - 227
Assignments:	Tuition Discounting, Part B Writing Assignment

Lesson 7: Retaining and Graduating Students: Part 1

Readings:

Textbook ​For this lesson, we will be assigning chapters 13-18 from the Handbook of Strategic Enrollment Management. We do not expect you to read all six of these chapters closely. We do, however, expect you to skim through all six chapters and identify portions to read more closely. We are hoping that you will read the equivalent of three of these chapters. As you will see, the chapters cover material that is vital for the completion of the assignments for this lesson. The relevant portions will vary by students, because you will be asked to select specific student populations and interventions to examine in your assignment. So, we recommend that you review and contemplate the assignment prior to selecting which portion of these chapters to read closely. Here are the chapters to review for this lesson. Chapter 13: New context for retention and persistence, pp. 249 - 267. Chapter 14: Models of student retention and persistence. pp. 268 - 288. Chapter 15: Students at risk in residential and commuter colleges and universities, pp. 289 - 310. Chapter 16: The persistence of students of color, pp. 311 - 332. Chapter 17: Nontraditional students and student persistence, pp. 333 - 350. Chapter 18: The role of the institution in increasing student persistence, pp. 351 - 374.

Assignments:

Review of Retention Data

Lesson 7: Part 2

Readings:

Textbook Continue to review the following chapters: Chapter 13: New context for retention and persistence, pp. 249 - 267. Chapter 14: Models of student retention and persistence. pp. 268 - 288. Chapter 15: Students at risk in residential and commuter colleges and universities, pp. 289 - 310. Chapter 16: The persistence of students of color, pp. 311 - 332. Chapter 17: Nontraditional students and student persistence, pp. 333 - 350. Chapter 18: The role of the institution in increasing student persistence, pp. 351 - 374.

Assignments:

Student Success Interventions

Lesson 8: Bringing It All Together

Readings:	Textbook Chapter 28: Trends in Strategic Management, pp. 549-564. Chapter 30: Summing Up: The Present and Future Tense for SEM, pp. 585
Activities:	A synchronous session will occur in Part 1 of this lesson. You will receive an announcement closer to the time of the event with a specific date/time. Please look at your calendars and let us know if you have any known scheduling conflicts.
Assignments:	Topic Presentation Discussion (Note this assignment has two components)

Lesson 8: Part 2

Readings:	None
Assignments:	Topics Synchronous Discussion Lessons Learned Discussion Topic Reflection Paper

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Zoom at Penn State is a web conferencing tool that you can use to record both your individual and group presentations. The recorded videos can then be embedded in a Canvas assignment or discussion. If you have not used Zoom before for recording, see the Configuring Zoom Properly for Recording at the bottom of the page.

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Academic Integrity

According to Penn State policy G-9: Academic Integrity (for undergraduate students in undergraduate courses) and policy GCAC-805 Academic Integrity (for graduate students and undergraduate students in graduate courses), an academic integrity violation is “an intentional, unintentional, or attempted violation of course or assessment policies to gain an academic advantage or to advantage or disadvantage another student academically.” Unless your instructor tells you otherwise, you must complete all course work entirely on your own, using only sources that have been permitted by your instructor, and you may not assist other students with papers, quizzes, exams, or other assessments. If your instructor allows you to use ideas, images, or word phrases created by another person (e.g., from Course Hero or Chegg) or by generative technology, such as ChatGPT, you must identify their source. You may not submit false or fabricated information, use the same academic work for credit in multiple courses, or share instructional content. Students with questions about academic integrity should ask their instructor before submitting work.

Students facing allegations of academic misconduct may not drop/withdraw from the affected course unless they are cleared of wrongdoing (see G-9: Academic Integrity or GCAC-805 Academic Integrity as appropriate). Attempted drops will be prevented or reversed, and students will be expected to complete course work and meet course deadlines. Students who are found responsible for academic integrity violations face academic outcomes, which can be severe, and put themselves at jeopardy for other outcomes which may include ineligibility for Dean’s List, pass/fail elections, and grade forgiveness. Students may also face consequences from their home/major program and/or The Schreyer Honors College.

How Academic Integrity Violations Are Handled
World Campus students are expected to act with civility and personal integrity; respect other students' dignity, rights, and property; and help create and maintain an environment in which all can succeed through the fruits of their own efforts. An environment of academic integrity is requisite to respect for oneself and others, as well as a civil community.

In cases where academic integrity is questioned, procedures allow a student to accept or contest/appeal the allegation. If a student chooses to contest/appeal the allegation, the case will then be managed by the respective school, college or campus Academic Integrity Committee. Review procedures may vary by college, campus, or school, but all follow the aforementioned policies.

All academic integrity violations are referred to the Office of Student Accountability and Conflict Response, which may assign an educational intervention and/or apply a Formal Warning, Conduct Probation, Suspension, or Expulsion.

Information about Penn State's academic integrity policy is included in the information that students receive upon enrolling in a course. To obtain that information in advance of enrolling in a course, please contact us by going to the Contacts & Help page.

1. Students are responsible for online course content, taking notes, obtaining other materials provided by the instructor, taking tests (if applicable), and completing assignments as scheduled by the instructor.  As a general rule, students should plan on logging into the course at least three times per week and spending at least three hours per course credit per week on the course, e.g., if the course is three credits, the student should plan on spending at least 9-12 hours per week on the course, just as they would in a residence course.
2. Students are responsible for keeping track of changes in the course syllabus made by the instructor throughout the semester.
3. Students are responsible for monitoring their grades.
4. Students must contact their instructor (and teammates when working on any collaborative learning assignments) as soon as possible if they anticipate missing long periods of online time due to events such as chronic illnesses, death in the family, business travel, or other appropriate events. The instructor will determine the minimal log on time and participation required in order to meet course responsibilities. In the event of other unforeseen conflicts, the instructor and student will arrive at a solution together.
   1. Instructors may require students to provide documentation with the class absence form or other written notification for events such as illness, family emergency, or a business-sanctioned activity.
   2. Conflicts with dates on which examinations or assignments are scheduled must be discussed with the instructor or TA prior to the date of the examination or assignment.
5. Students are responsible for following appropriate netiquette (network etiquette) when communicating with their instructor and classmates. For reference, see the Academic Success Kit.
6. Behaviors that disrupt other students’ learning are not acceptable and will be addressed by the instructor.
7. For severe and chronic problems with student disruptive behavior, the following will be applied for resolution:
   1. Senate Committee on Student Life policy on managing classroom disruptions: Office of Student Accountability and Conflict Response.
   2. Penn State Values.

Penn State takes great pride to foster a diverse and inclusive environment for students, faculty, and staff. Acts of intolerance, discrimination, or harassment due to age, ancestry, color, disability, gender, gender identity, national origin, race, religious belief, sexual orientation, or veteran status are not tolerated and can be reported through Educational Equity via the Report Bias webpage.

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Student Success and Support Resources

The Chaiken Center for Student Success at Penn State World Campus guides you to the right resources and support you need–when you need them–along your academic journey. You can connect with peers and support teams to find direction, information, and networking opportunities. On the website, you'll find information and resources on many aspects of being a World Campus student:

• Finances—tuition, scholarships, and financial aid
• Inclusion and Wellness—diversity and inclusion, mental health services, disability accommodations, care and advocacy
• Enrollment and Registration—course planning, adding and dropping courses, and much more
• Course Work and Success—academic advising, tutoring, and other services
• Involvement and Opportunities—career resources, student organizations, internships, service, study abroad, and more

Following are some key resources.

Student Disability Services

Penn State welcomes students with disabilities, whether permanent or temporary, visible or hidden, into the University’s educational programs. Every Penn State campus has an office for students with disabilities, including World Campus. The Disabilities and Accommodations section of the Chaiken Center for Student Success website provides World Campus students with information regarding how to request accommodations, documentation guidelines and eligibility, and appeals and complaints. For additional information, please visit the University's Student Disability Resources website.

In order to receive consideration for reasonable accommodations, you must contact the appropriate disability services office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation. If the documentation supports your request for reasonable accommodations, your campus's disability services office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. You must follow this process for every semester that you request accommodations.

Graduate students: Please see the Student Disability Resources website for graduate student resources.

Students with disabilities participating in internship, practicum, student teaching, or other experiential learning opportunities as part of their degree requirements may also be eligible for reasonable accommodations to ensure equal access and opportunity. These accommodations are determined through an interactive process involving the student, their University supervisor, and the site supervisor. Student Disability Resources can assist students with identifying potential barriers, facilitating accommodation requests, and coordinating with University supervisors to promote inclusive learning experiences.

Counseling and Psychological Services

If you have a crisis or safety concern, mental health services are available to you as a Penn State student. Crisis and emergency contacts are available, no matter where you are located:

• Anywhere in the United States: Call the Penn State Crisis Line at 1-877-229-6400 or text LIONS to 741741. You can also contact your local crisis services or hospital for emergencies.
• Outside the United States: Please contact emergency services in your current location. You can also use the International Crisis and Emergency Services listings.
• At University Park: Assistance is available at Counseling & Psychological Services (CAPS) locations on campus.
• At a Penn State branch campus: You can search for counseling information at your campus.

Military Student Information

Veterans and currently serving military personnel and/or dependents with unique circumstances (e.g., upcoming deployments, drill/duty requirements, VA appointments, etc.) are welcome and encouraged to communicate these, in advance if possible, to the instructor in the case that special arrangements need to be made.

Additional Policies

In order to protect your privacy, course access is limited to those individuals who have direct responsibility for the quality of your educational experience. In addition to the instructor, a teaching assistant or college administrator may be provided access in order to ensure optimal faculty availability and access. World Campus technical staff may also be given access in order to resolve technical support issues.

1. Students are responsible for online course content, taking notes, obtaining other materials provided by the instructor, taking tests (if applicable), and completing assignments as scheduled by the instructor.  As a general rule, students should plan on logging into the course at least three times per week and spending at least three hours per course credit per week on the course, e.g., if the course is three credits, the student should plan on spending at least 9-12 hours per week on the course, just as they would in a residence course.
2. Students are responsible for keeping track of changes in the course syllabus made by the instructor throughout the semester.
3. Students are responsible for monitoring their grades.
4. Students must contact their instructor (and teammates when working on any collaborative learning assignments) as soon as possible if they anticipate missing long periods of online time due to events such as chronic illnesses, death in the family, business travel, or other appropriate events. The instructor will determine the minimal log on time and participation required in order to meet course responsibilities. In the event of other unforeseen conflicts, the instructor and student will arrive at a solution together.
   1. Instructors may require students to provide documentation with the class absence form or other written notification for events such as illness, family emergency, or a business-sanctioned activity.
   2. Conflicts with dates on which examinations or assignments are scheduled must be discussed with the instructor or TA prior to the date of the examination or assignment.
5. Students are responsible for following appropriate netiquette (network etiquette) when communicating with their instructor and classmates. For reference, see the Academic Success Kit.
6. Behaviors that disrupt other students’ learning are not acceptable and will be addressed by the instructor.
7. For severe and chronic problems with student disruptive behavior, the following will be applied for resolution:
   1. Senate Committee on Student Life policy on managing classroom disruptions: Office of Student Accountability and Conflict Response.
   2. Penn State Values.

Penn State takes great pride to foster a diverse and inclusive environment for students, faculty, and staff. Acts of intolerance, discrimination, or harassment due to age, ancestry, color, disability, gender, gender identity, national origin, race, religious belief, sexual orientation, or veteran status are not tolerated and can be reported through Educational Equity via the Report Bias webpage.

Note: If you are planning to graduate this semester, please communicate your intent to graduate to your instructor. This will alert your instructor to the need to submit your final grade in time to meet the published graduation deadlines. For more information about graduation policies and deadlines, please refer to Graduation at the Chaiken Center for Student Success.

For information about additional policies regarding Penn State Access Accounts; credit by examination; course tuition, fees, and refund schedules; and drops and withdrawals, please see the World Campus Student Center website.

Formal instruction will end on the last day of class. Provided that you have an active Penn State Access Account user ID and password, you will continue to be able to access the course materials for one year, starting from the end date of the academic semester in which the course was offered (with the exception of library reserves and other external resources that may have a shorter archival period). After one year, you might be able to access the course based on the policies of the program or department offering the course material, up to a maximum of three years from the end date of the academic semester in which the course was offered. For more information, please review the University Course Archival Policy.