Induced Course Load Matrices

1. Induced Course Load Matrices An analysis of changes in course credit hour production by student source Brought to you by the fine folks of: The Office of Information Management and Institutional Research Enrollment Management Council June 17, 2005

2. Overview • Self-administered quiz • Introduction to the ICLM • Finding the answers to the quiz • Focused Analyses • Sources of students • Trade balance: Credits taken v. credits taught • Appendices • Details on who is taking your courses • Details on what courses students are taking • for schools with multiple course disciplines • The role of the ICLM in enrollment planning and other uses • Discussion

3. The ICLM • Rows represent School course offerings • Columns represent enrolled students • Major School affiliation • Four versions provided • 1. Number of credits • Row percentages (who is taking the courses) • 2. 2004-05 • 3. 1999-00 • 4. Changes from 1999-00 to 2004-05 • Total (undergraduate and graduate combined) • Undergraduate and graduate separately

4. What to Look for in the ICLM • Percentage of your courses taken by your students (diagonal) • Major “feeders” of students, e.g., UC, Grad • Other Schools where your students take courses • Largest changes over last five years • Similar schools/similar patterns?

5. Special Analysis 1 • Who is taking your courses? • Three major categories • “Own” students • Other Schools’ Students • UC (undergraduate) Grad School (graduate) • UC further delineated by • Your “intended” majors • Other School’s “intended” majors • Undeclared/exploratory

6. Special Analysis 1 (cont.) • Distribution across source categories • 1999-00, 2004-05, change • Campus percentage benchmarks • Excludes Columbus, Grad, Cont. Studies, UC

7. What to Look For in SA1 • How do your percentages compare to… • Campus benchmarks? • Other Schools you think are similar? • Dependence on University College • Role of “pre-own” majors • Changes over last five years

8. SA2: Trade Balance • How many credits do your students generate compared to how many credits are generated in your courses? • How many credits do your students generate in other Schools’ courses compared to how many credits other Schools’ students generate in your courses • Differences in undergraduate and graduate patterns • Changes over last five years

9. Appendices • Further detail on who is taking School courses • Source by Major Department within School • Available for all schools • Varying complexity • Further detail on what courses students are taking • Within school credits disaggregated by disciplines • Available only for schools that have multiple disciplines

10. ICLMs and Enrollment Planning • Model cost impacts of enrollment changes • Rather than School as source (or in addition to), use • Student entry status (new beginner, transfer, intercampus transfer, or returning) • Geographic origins (Marion, Surrounding Counties, Rest of State, Out-of-State, International) • Gender, race/ethnicity, age, etc.

11. ICLMs and Enrollment Planning • Part of the “big picture” forecasting model • Forecast how many new students will come and how many existing students will return by “category” • Use ICLM patterns from prior year by category to forecast where those students will generate credits • Adjust for known changes in curriculum or offerings • Explore inter-relationships to identify potential collaborations