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FACT BOOK 2017

IHCC 2017 Fact Book Page i

Strategic Framework for Minnesota State Colleges and Universities Minnesota State Colleges and Universities (Minnesota State) play an essential role in growing Minnesota’s

economy and opening the doors of educational opportunity to all Minnesotans. To that end, we will:

1. Ensure access to an extraordinary education for all Minnesotans. 2. Be the partner of choice to meet Minnesota’s workforce and community needs. 3. Deliver to students, employers, communities, and taxpayers the highest value/most affordable

option.

Inver Hills Community College (IHCC) Mission, Vision and Values

Our Mission

Dedicated to the power and promise of education, we inspire students, build careers, and strengthen

communities.

Our Vision We will be an innovator in education, creating a vigorous intellectual environment for emerging leaders,

scholars, and professionals. Through equity and inclusion, we will enrich individual lives and support our

diverse communities, locally and globally.

Our Values At Inver Hills Community College, we value:

Student success

Excellence and innovation in education

Caring for our environmental, human, and financial resources

Equity, inclusion, integrity and respect

Continuous improvement

About the Fact Book The Inver Hills Community College Fact Book aims to serve as a reference tool to provide general information

about the college for use in planning, assessment, writing grant proposals, preparing reports, and other

projects. Data is shown by fiscal year (July 1 – June 30) unless otherwise noted. Fall 2017* data is based on

30th day record, all other semesters use final record. If fall 2017 data does not have an asterisk, they are final

records.

Every effort is made to ensure that data are accurate, yet data used here may differ slightly from other

college and system reports due to the use of different sources, the reporting time period for which the data

was reported, dates on which a report was generated, or use of different data definitions/data parameters.

Questions about the data in this document should be directed to Institutional Research.

IHCC 2017 Fact Book Page ii

Minnesota State Colleges and Universities provides Enrollment and Student Reporting Standards, and they

are followed where noted beginning with fiscal year (FY) 2012.

Explanation of Sources: Below each table, a source will be listed describing where the data in the table originated. The following

sources will be most frequently used:

Operational Data – This is data that is obtained from the Integrated Statewide Record System (ISRS) through REPL, our Oracle database. It was obtained by querying one or more tables. Source tables used will be listed where possible.

EPM 11 – This indicates that data was obtained using a query created by Minnesota State which can be customized by the user to provide institutional-level data.

Enrollment Analytic Tool – This tool is created by the Institutional Research (IR) group at Minnesota State to allow enrollment data to be “cut” according to specified variables, providing more detailed information about student enrollment.

Accountability Framework* – Maintained by Minnesota State IR group.

IPEDS Feedback Reports* - IPEDS (Integrated Postsecondary Education Data System) data are collected, compiled and reported by Minnesota State on a rolling calendar to the IES (Institute of Education Sciences, an agency of the Federal Government), who compiles our data along with that of institutions across the country.

*Links to data at end of Fact Book

Explanation of Terms: There is a glossary at the end of the Fact Book explaining the terms used that are unique to this kind of data

reporting. In the 2017 Fact Book, in response to a Title III Grant focused on serving adult students, age groups

have been changed from previous Fact Books to define traditional age students as 18-24 and adult students

as 25 and over. All reporting of age groups has been adjusted so that there is a split between students age 24

and 25 to reflect this definition of traditional/adult students.

Questions? Questions about the data contained in this document should be directed to Institutional Research.

mailto:[email protected]

IHCC 2017 Fact Book Page iii

Table of Contents Strategic Framework for Minnesota State Colleges and Universities ................................................................... i

Inver Hills Community College (IHCC) Mission, Vision and Values ........................................................................ i

Our Mission ........................................................................................................................................................ i

Our Vision .......................................................................................................................................................... i

Our Values .......................................................................................................................................................... i

About the Fact Book .............................................................................................................................................. i

Explanation of Sources: .................................................................................................................................... ii

Explanation of Terms: ....................................................................................................................................... ii

Questions? ........................................................................................................................................................ ii

IHCC Quick Facts – Fall 2017 ................................................................................................................................. 1

Enrollment Trends ................................................................................................................................................ 2

Credit Enrollment by Fiscal Year: Headcount and FYE.................................................................................. 2

Credit Enrollment by Semester ..................................................................................................................... 2

Enrollment in Developmental Level Courses ................................................................................................ 4

Enrollment in College Level Courses ............................................................................................................. 5

Course Offerings and Enrollment by Media Type ............................................................................................. 6

Course Offerings and Enrollment by Media Type and FY ............................................................................. 7

Sections Offered and Seats Sold by Course Media Type and FY .................................................................. 7

FYE by Media Type and FY ............................................................................................................................ 9

Course Offerings and Enrollment by Media Type Summary Tables ............................................................. 9

Enrollment by Media Type and Semester .................................................................................................. 11

Seats Sold by Course Level and FY .............................................................................................................. 12

FYE by Course Level and FY ......................................................................................................................... 13

Courses by Day and Time ............................................................................................................................ 14

Prior Learning Assessment (PLA) ................................................................................................................ 15

Students by Major ........................................................................................................................................... 16

Student Profile – Credit Students ................................................................................................................... 18

New and Continuing Students .................................................................................................................... 18

Full-Time and Part-Time Status .................................................................................................................. 18

Gender ........................................................................................................................................................ 19

Students of Color (SOC) .............................................................................................................................. 19

Race/ethnicity ............................................................................................................................................. 20

International Students ................................................................................................................................ 21

Age .............................................................................................................................................................. 22

Disability Status .......................................................................................................................................... 25

Veterans ...................................................................................................................................................... 26

Low Income Status/Pell Eligibility ............................................................................................................... 27

IHCC 2017 Fact Book Page iv

First Generation Status ............................................................................................................................... 28

Underrepresented Status ........................................................................................................................... 29

Average Credit Load by Semester ............................................................................................................... 30

Admission Status ......................................................................................................................................... 31

Student Residence ...................................................................................................................................... 33

Top Feeder High Schools ............................................................................................................................ 35

Awards Granted .................................................................................................................................................. 37

Student Outcomes .............................................................................................................................................. 39

Average Retention, Transfer, Graduation, Transfer-Graduation, and Success Rates .................................... 39

Retention, Transfer, Graduation, Transfer-Graduation, and Success – Minnesota State Accountability Dashboard ....................................................................................................................................................... 40

Changes over Time – Status at Third Spring ............................................................................................... 41

Second Fall Persistence and Completion Rates – Minnesota State Accountability Dashboard ................. 41

Graduate Follow Up Survey ................................................................................................................................ 44

Employer Survey ................................................................................................................................................. 45

Student Engagement and Satisfaction ................................................................................................................ 46

Community College Survey of Student Engagement ...................................................................................... 46

Student Satisfaction Inventory ....................................................................................................................... 47

Federal Reporting ............................................................................................................................................... 48

IPEDS Graduation and Transfer-out Rates ...................................................................................................... 48

College Scorecard ............................................................................................................................................... 48

Gainful Employment ....................................................................................................................................... 52

Accreditation ....................................................................................................................................................... 52

Glossary ............................................................................................................................................................... 53

Useful Links to Data Sources ............................................................................................................................... 56

IHCC 2017 Fact Book Page v

Index of Tables Table 1 Credit Enrollment by Semester ................................................................................................................ 2

Table 2 Total Number of Sections Offered, Seats Sold and Credits Sold by FY .................................................... 6

Table 3 Traditional (Face-to-Face) ........................................................................................................................ 9

Table 4 Blended/Hybrid ...................................................................................................................................... 10

Table 5 Online ..................................................................................................................................................... 11

Table 6 Enrollment by Media Type and Semester .............................................................................................. 11

Table 7 Number of Courses by Semester and Offering Schedule ....................................................................... 14

Table 8 Majors by Fiscal Year (FY) ....................................................................................................................... 16

Table 9 Number of Students by Gender (FY) ...................................................................................................... 19

Table 10 Number of Students of Color, White Students, and Students with Unknown Race/Ethnicity (FY) ..... 20

Table 11 Number of Students by Race/Ethnicity (FY) ......................................................................................... 21

Table 12 IHCC International Student Home Country (YRTR) .............................................................................. 22

Table 13 Percentage of Traditional and Non-traditional Students (FY) .............................................................. 23

Table 14 Number of Traditional and Non-traditional Students (FY) ................................................................... 23

Table 15 Percentage of Students by Age Range (FY) .......................................................................................... 24

Table 16 Number of Students by Age Range (FY) ............................................................................................... 24

Table 17 Enrollment by Pell Eligibility (FY) .......................................................................................................... 28

Table 18 First Generation Status by Federal Definition: Neither Parent Has a Bachelor’s Degree (FY) ............. 28

Table 19 First Generation Status by Minnesota Definition: Neither Parent Attended any College (FY) ............ 29

Table 20 Underrepresented Students ................................................................................................................ 30

Table 21 Enrollment by Admission Status (FY) ................................................................................................... 32

Table 22 Average Credit Load by Admission Status (FY)..................................................................................... 33

Table 23 Enrollment by City of Student Residence ............................................................................................. 34

Table 24 New First-time Students – Top Feeder High Schools ........................................................................... 35

Table 25 Other New, First-Time Student Sources ............................................................................................... 36

Table 26 PSEO Students – Top Feeder High Schools .......................................................................................... 36

Table 27 PSEO Enrolled Home School Students ................................................................................................. 37

Table 28 Concurrent Students ............................................................................................................................ 37

Table 29 Awards Granted by Type of Degree or Certificate (FY) ........................................................................ 38

Table 30 Associate Degrees Granted by Program (FY) ....................................................................................... 38

Table 31 Certificates & Diplomas Granted by Program (FY) ............................................................................... 39

Table 32 New Full-time Regular and Transfer Students ..................................................................................... 40

Table 33 Underrepresented Students: Second Fall Persistence and Completion for First-time Students ......... 42

Table 34 Students of Color IHCC vs. Minnesota State ........................................................................................ 43

Table 35 Graduate Follow Up Survey ................................................................................................................. 45

IHCC 2017 Fact Book Page vi

Index of Figures Figure 1 Credit Enrollment and FYE (FY) ............................................................................................................... 2

Figure 2 Fall Unduplicated Headcount and Seats Sold ......................................................................................... 3

Figure 3 Spring Unduplicated Headcount and Seats Sold..................................................................................... 3

Figure 4 Summer Unduplicated Headcount and Seats Sold ................................................................................. 4

Figure 5 Seats Sold - Developmental Level Courses (FY) ...................................................................................... 4

Figure 6 Developmental Level FYE and % of Total FYE ......................................................................................... 5

Figure 7 Seats Sold-College Level Courses ............................................................................................................ 5

Figure 8 College Level FYE and % of Total FYE ...................................................................................................... 6

Figure 9 Total Number of Course Sections Offered and Seats Sold by FY ............................................................ 6

Figure 10 Number and Percentage of Course Sections Offered by Media Type and FY ...................................... 7

Figure 11 Percentage of Seats Sold by Media Type and FY .................................................................................. 8

Figure 12 Number of Traditional Course Sections and Seats Sold by FY .............................................................. 8

Figure 13 Number of Blended/Hybrid Course Sections and Seats Sold by FY ...................................................... 8

Figure 14 Number of Online Course Sections and Seats Sold by FY ..................................................................... 9

Figure 15 FYE by Media type and FY ..................................................................................................................... 9

Figure 16 Percentage of Seats Sold by Course Level and FY ............................................................................... 12

Figure 17 Number of Developmental Level Seats Sold by FY ............................................................................. 13

Figure 18 Number of College Level Seats Sold by FY .......................................................................................... 13

Figure 19 FYE by Course Level and FY ................................................................................................................. 14

Figure 20 Courses by Day and Time .................................................................................................................... 14

Figure 21 PLA Credits Attempted/Earned (FY) ................................................................................................... 15

Figure 22 Headcount and Average PLA Credits Earned per Student Attempting Credit (FY) ............................. 15

Figure 23 Percentage of New and Continuing Students in Fall Semesters ......................................................... 18

Figure 24 Percentage of Full-Time and Part-Time Credit Students by Semester ............................................... 18

Figure 25 Percentage of Students by Gender (FY) .............................................................................................. 19

Figure 26 Enrollment of Students of Color, White Students, and Students with Unknown Race/Ethnicity (FY)20

Figure 27 Percentage of Students by Race/Ethnicity (FY) .................................................................................. 21

Figure 28 Percentage of Traditional and Non-traditional Students (FY) ............................................................ 23

Figure 29 FY 2017 Students by Age Range .......................................................................................................... 24

Figure 30 IHCC Percentage of Students with Disabilities .................................................................................... 25

Figure 31 Percentage of Students with Disabilities at Metro Colleges in Fall 2016 ........................................... 26

Figure 32 IHCC Percentage of Veterans Enrolled ............................................................................................... 26

Figure 33 Estimated Number of Military Personnel at Metro Colleges in Fall 2017 .......................................... 27

Figure 34 Percentage of Enrollment by known Pell Eligibility (FY) ..................................................................... 27

Figure 35 Comparison of First Generation Students by Federal and Minnesota Definition (FY) ....................... 28

Figure 36 Percentage of Students with Known Underrepresented Status (FY) ................................................. 29

Figure 37 Average Credit Load – Summer Semesters ......................................................................................... 30

IHCC 2017 Fact Book Page vii

Figure 38 Average Credit Load – Fall Semesters ................................................................................................. 30

Figure 39 Average Credit Load – Spring Semesters ............................................................................................ 31

Figure 40 Percentage of Enrollment by Admission Status (FY) ........................................................................... 32

Figure 41 IHCC Fall 2017 Enrollment by ZIP Minneapolis-St. Paul Metro .......................................................... 33

Figure 42 Average Retention, Transfer, Graduation, and Success Rates Entering Cohorts 2012-2016 ............. 40

Figure 43 Underrepresented Students: Second Fall Success Rate ..................................................................... 42

Figure 44 Students of Color Success IHCC vs. Minnesota State.......................................................................... 43

Figure 45 IHCC Persistence and Completion: Students of Color vs. White Students ......................................... 44

Figure 46 IHCC Completion: Students of Color vs. White Students .................................................................... 44

Figure 47 Graduate Follow Up Survey ................................................................................................................ 45

Figure 48 Consider Hiring a IHCC Graduate Again .............................................................................................. 46

Figure 49 IHCC CCSSE Benchmark Areas ............................................................................................................. 46

Figure 50 MN College CCSSE Benchmark Areas .................................................................................................. 47

Figure 51 Comparison of SSI Summary Items ..................................................................................................... 47

Figure 52 IPEDS Graduation and Transfer-out Rates by Fall Cohort using IPEDS Peer Group............................ 48

Figure 53 IHCC Characteristics ............................................................................................................................ 49

Figure 54 Average Annual Cost, Graduation Rate, and Salary After Attending .................................................. 49

Figure 55 Average Annual Costs by Family Income ............................................................................................ 50

Figure 56 Financial Aid and Debt ........................................................................................................................ 50

Figure 57 Graduation and Retention .................................................................................................................. 51

Figure 58 Earnings After School .......................................................................................................................... 51

IHCC 2017 Fact Book Page 1

IHCC Quick Facts – Fall 2017 Credit Enrollment 4,471 unduplicated headcount 1387 full-year equivalent students 37% new students, 62% continuing 38% full-time; 63% part-time Demographics 58% female; 42% male 51% traditional age (18-24); 33% adult (25 or older) 33% students of color (of total) 29% low income (Pell eligible – of total) 50% first generation – Federal (of total) 17% first generation – MN (of total) Students by Race/ethnicity <1% American Indian/Alaskan Native 6% Asian 10% Black/African American 11% Hispanic/Latino <1% Native Hawaiian/Pacific Islander 65% White 5% Two or more races 1% Nonresident Alien 2% Unknown Student Residence – Top ZIP Codes 55016 – Cottage Grove 55076 – Inver Grove Heights 55068 – Rosemount 55124 – Saint Paul 55075 – South Saint Paul Top Feeder High Schools Rosemount High School Park High School Henry Sibley High School Eagan High School Simley Senior High School *When all home school and GED categories are combined that category would be in the top feeder sources

Credit Sections Offered: 672 53% Traditional/classroom 26% Online 20% Hybrid Most Popular Programs of study by enrollment Liberal Arts (AA) Nursing (AS)/ seeking admission to Nursing Contemporary Business (AS) Criminal Justice (AS) Paralegal Average Credit Load Full-Time Students: 13.8 credits Part-Time Students: 6.5 credits Retention Rates (Fall 2015 entering cohort- new first-time full-time students)

80.0% retained to first spring 51.6% retained to second fall IPEDS 3-Year Graduation & Transfer Rates (Fall 2014 entering cohort- new first-time full-time students)

21.0% Graduated 21.9% Transferred Data includes students enrolled in credit courses. Sources of data: Operational data, EPM11-Student Persistence and Completion Tool; 30th day record used to obtain data.


Enrollment Trends

Credit Enrollment by Fiscal Year: Headcount and FYE Figure 1 shows for-credit enrollment by headcount (duplicated and unduplicated) and FYE (full-year equivalent). Unduplicated headcount is when a student is only counted once during a year, no matter how many semesters they attended. Duplicated headcount counts each student each semester they attend. The wider the gap between the two lines, the higher the amount of students attending more than one semester during a Fiscal Year (if all students attended the same number of semesters the gap between the two lines would be the same). FYE is calculated by dividing total credits taken by 30.

Figure 1 Credit Enrollment and FYE (FY)

Source: EPM 11 Students by Course, final records

Credit Enrollment by Semester

Table 1 shows for-credit student enrollment by full-time (fall/spring- 12 or more credits; summer- 6 or more credits) and part-time students and unduplicated headcount by semester for the past five years. Seats sold are the number of total course enrollments for all students.

Table 1 Credit Enrollment by Semester

Semester YRTR Full

Time Part Time

Total Unduplicated

Headcount

Seats Sold

Average seats sold per student

Fall 2012 20133 2149 3921 6070 17820 2.94

Fall 2013 20143 2100 3815 5815 16754 2.88

Fall 2014 20153 1996 3950 5946 15959 2.68

Fall 2015 20163 1928 3564 5492 15024 2.74

Fall 2016 20173 1842 3198 5049 13949 2.76

Spring 2013 20135 1926 3954 5880 17630 3.00

Spring 2014 20145 1861 3818 5679 16071 2.83

Spring 2015 20155 1762 3738 5500 14920 2.71

Spring 2016 20165 1718 3412 5130 13754 2.68

Spring 2017 20175 1600 3062 4664 12631 2.71

9083 8544 8583 80857301

1476514097 14043

1297411760

4056 3945 3814 3552 3264

2013 2014 2015 2016 2017

Unduplicated Headcount Duplicated Headcount FYE


Semester YRTR Full

Time Part Time

Total Unduplicated

Headcount

Seats Sold

Average seats sold per student

Summer 2012 20131 979 1680 2659 4110 1.55

Summer 2013 20141 963 1492 2455 3815 1.55

Summer 2014 20151 991 1572 2563 4035 1.57

Summer 2015 20161 882 1437 2319 3578 1.54

Summer 2016 20171 705 1353 2061 3011 1.46


Figure 2 through Figure 4 show total unduplicated headcount (full-time and part-time) and seats sold for the

past 10 years by semester.

Figure 2 Fall Unduplicated Headcount and Seats Sold


Figure 3 Spring Unduplicated Headcount and Seats Sold


0

5000

10000

15000

20000

4500

5000

5500

6000

6500

FALL2007

FALL2008

FALL2009

FALL2010

FALL2011

FALL2012

FALL2013

FALL2014

FALL2015

FALL2016

Seats SoldUndup HC

TOTAL UNDUPLICATED HEADCOUNT NUMBER OF SEATS SOLD

0

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10000

15000

20000

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Figure 4 Summer Unduplicated Headcount and Seats Sold


Enrollment in Developmental Level Courses

In the past five years, seats sold in developmental level courses (course numbers below 1000) have decreased by 52% and total FYE in developmental level courses has decreased by 51%. Developmental level FYE has decreased from 11% to 7% of total FYE in that time. See Figure 5 and Figure 6.

Figure 5 Seats Sold - Developmental Level Courses (FY)

Source: EPM 11 ST06 Students by Course, final records

1500

2000

2500

3000

3500

4000

4500

5000

1500

2000

2500

3000

3500

4000

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Seats SoldUndup HC


3,444

2,911

2,491

2,033

1,648

2013 2014 2015 2016 2017


Figure 6 Developmental Level FYE and % of Total FYE


Enrollment in College Level Courses

In the past five years, seats sold in college-level courses (course numbers 1000 and up) have decreased by 17% and total FYE in college-level courses has decreased by 13%. College level FYE has increased from 89% to 93% of total FYE in that time. See Figure 7 and Figure 8.

Figure 7 Seats Sold-College Level Courses


441

374

327

265

215

11% 11% 10% 8% 7%

2013 2014 2015 2016 2017

Developmental FYE Developmental % of Total FYE

3355932536 31822

3011227843

2013 2014 2015 2016 2017

Fiscal Year


Figure 8 College Level FYE and % of Total FYE


Course Offerings and Enrollment by Media Type Over the past five years, there has been a decline in the number of course sections offered and the number

of students enrolled (see Figure 9 and Table 2). From FY 2013 to FY 2017, the number of course sections

offered has decreased by 23% and the number of seats sold has decreased by 24%.

Figure 9 Total Number of Course Sections Offered and Seats Sold by FY


Table 2 Total Number of Sections Offered, Seats Sold and Credits Sold by FY

FY Total Sections Total Seats Sold Total Credits Sold

2007 1837 33630 104638

2008 1939 35282 109803

2009 2030 36353 113404.5

2010 2101 41126 128575.5

2011 2063 41704 130484.5

2012 2101 40137 126612

2013 1670 38613 122204

3493 3466 34283262

3038

89% 90% 91% 92% 93%

2013 2014 2015 2016 2017

College FYE College % of Total FYE

1670 1557 1520 14961292

3861336501

3443932238

29536

2013 2014 2015 2016 2017

Total Sections Total Seats Sold


FY Total Sections Total Seats Sold Total Credits Sold

2014 1557 36501 117684

2015 1520 34439 113035

2016 1496 32238 105983

2017 1292 29536 97759

Source: EPM 11 Master Course Schedule

Course Offerings and Enrollment by Media Type and FY

Media type is how the Minnesota State system defines the method of course delivery. Courses are delivered

by traditional (in-person, classroom), online, or hybrid (a combination of online and traditional) means.

Independent study courses have been included with traditional courses when no information about the

delivery method was available. Figure 10 shows the number and percentage of course sections offered by

media type by fiscal year. While the total number of course sections offered has decreased in recent years, of

the courses offered, the percentage of hybrid sections has increased from 10% to 14%.

Figure 10 Number and Percentage of Course Sections Offered by Media Type and FY


Sections Offered and Seats Sold by Course Media Type and FY

From FY 2013 through FY 2017 the number and percentage of seats sold by media type has varied for

traditional, online and hybrid courses (see Figure 11 through Figure 14). Traditional, in-person sections have

decreased over the past 5 years from 1131 in 2013 to 776 in 2017. The seats sold have also declined with

24,669 sold in 2013 and 16,020 sold in 2017. Similarly, online sections have decreased from 373 to 333 and

seats sold have fallen from 10,282 to 9,660. Conversely, hybrid courses have seen an increase in the number

of sections offered, from 166 in 2013 to 183 in 2017, as well as in seats sold, from 3,662 in 2013 to 3,856 in

2017.

67.7%, 1131 66.0%, 1027 62.7%, 953 61.1%, 914 60.1%, 776

22.3%, 373 23.4%, 364 24.6%, 374 25.9%, 388 25.8%, 333

9.9%, 166 10.7%, 166 12.7%, 193 13.0%, 194 14.2%, 183

2013 2014 2015 2016 2017

Fiscal Year

Traditional Online Hybrid


Figure 11 Percentage of Seats Sold by Media Type and FY

Source: ST06 Students by Course, final records

Figure 12 Number of Traditional Course Sections and Seats Sold by FY


Figure 13 Number of Blended/Hybrid Course Sections and Seats Sold by FY


63.9% 62.1%57.0% 56.5% 54.2%

9.5% 10.1% 12.0% 11.5% 13.1%

26.6% 27.8%31.0% 32.0% 32.7%

2013 2014 2015 2016 2017

Fiscal Year

Traditional % Seats Sold Hybrid % Seats Sold Online % Seats Sold

1131 1027 953 914776

24,66922,667

19,64618,216

16,020

2013 2014 2015 2016 2017

Traditional Sections Traditional Seats Sold

166 166193 194 183

3662 3680

4132

3699 3856

2013 2014 2015 2016 2017

Hybrid Sections Hybrid Seats Sold


Figure 14 Number of Online Course Sections and Seats Sold by FY


FYE by Media Type and FY

Full year equivalent (FYE) is a standardized measure of course enrollment, calculated by dividing the total

credits sold by 30. FYE by media type is shown below in Figure 15. Traditional and Online courses have seen a

decline in the number of FYE by FY since last year whereas Hybrid courses have increased.

Figure 15 FYE by Media type and FY


Course Offerings and Enrollment by Media Type Summary Tables

The number and percentage of course sections offered, seats sold, credits sold, and FYE are shown for FY and semester by media type in Table 3 through Table 5.

Table 3 Traditional (Face-to-Face)

Traditional

FY Semester # Sections % Sections # Seats Sold

% Seats Sold

# Credits Sold

% Credits Sold

FYE

2013

1131 67.7% 24669 63.9% 77548 63.5% 2584.9 Summer 2012 97 48.0% 1435 37.2% 4556 36.3% 151.9

373 364 374 388333

10282 10154 10661 103239660

2013 2014 2015 2016 2017

Online Sections Online Seats Sold

2585 24492198

20361807

1060 1055 1099 1067 1007

429 419 471 430 445

2013 2014 2015 2016 2017

Fiscal Year

Traditional Online Hybrid


Traditional

Fall 2012 528 69.3% 11453 65.7% 36148 65.3% 1204.9 Spring 2013 506 71.7% 11781 68.0% 36844 67.8% 1228.1

2014

1027 66.0% 22667 62.1% 73459 62.4% 2448.6

Summer 2013 81 45.0% 1196 33.5% 3930 33.3% 131.0 Fall 2013 488 69.7% 10767 65.7% 35615 66.2% 1187.2

Spring 2014 458 67.7% 10704 64.7% 33914 65.1% 1130.5

2015

953 62.7% 19646 57.0% 65947 58.3% 2198.2 Summer 2014 83 42.6% 1262 32.5% 4113 32.7% 137.1

Fall 2014 459 68.4% 9917 63.0% 33580 64.4% 1119.3

Spring 2015 411 62.8% 8467 57.2% 28254 58.5% 941.8

2016

914 61.1% 18216 56.5% 61087 57.6% 2036.2

Summer 2015 72 38.1% 1002 28.2% 3342 28.7% 111.4

Fall 2015 434 64.9% 9166 61.3% 30949 62.6% 1031.6 Spring 2016 408 63.9% 8048 58.6% 26796 59.7% 893.2

2017

776 60.1% 16020 54.2% 54204 55.4% 1806.8

Summer 2016 53 35.8% 732 24.4% 2340 23.4% 78.0 Fall 2016 373 64.3% 8254 59.3% 27882 60.5% 929.4 Spring 2017 350 62.1% 7034 55.8% 23982 57.5% 799.4

Source: EPM 11 Master Course Schedule *Beginning this year, the Fact book does not include courses with zero students enrolled nor course numbers greater than or equal to 3000.

Table 4 Blended/Hybrid

Blended/Hybrid


% Seats Sold

# Credits Sold

% Credits Sold

FYE

2013

166 9.9% 3662 9.5% 12865 10.5% 428.8 Summer 2012 20 9.9% 389 10.1% 1536 12.2% 51.2

Fall 2012 89 11.7% 1988 11.4% 6842 12.4% 228.1 Spring 2013 57 8.1% 1285 7.4% 4487 8.3% 149.6

2014

166 10.7% 3680 10.1% 12566 10.7% 418.9


2015

193 12.7% 4132 12.0% 14126 12.5% 470.9 Summer 2014 33 16.9% 536 13.8% 1897 15.1% 63.2 Fall 2014 69 10.3% 1712 10.9% 5775 11.1% 192.5

Spring 2015 91 13.9% 1884 12.7% 6454 13.4% 215.1

2016

194 13.0% 3699 11.5% 12895 12.2% 429.8 Summer 2015 35 18.5% 533 15.0% 1975 17.0% 65.8

Fall 2015 82 12.3% 1700 11.4% 5844 11.8% 194.8 Spring 2016 77 12.1% 1466 10.7% 5076 11.3% 169.2


Blended/Hybrid

2017

183 14.2% 3856 13.1% 13353 13.7% 445.1 Summer 2016 29 19.6% 497 16.5% 1941 19.4% 64.7

Fall 2016 74 12.8% 1748 12.6% 6006 13.0% 200.2

Spring 2017 80 14.2% 1611 12.8% 5406 13.0% 180.2


Table 5 Online

Online


% Seats Sold

# Credits Sold

% Credits Sold

FYE

2013

373 22.3% 10282 26.6% 31791 26.0% 1059.7

Summer 2012 85 42.1% 2037 52.8% 6456 51.5% 215.2

Fall 2012 145 19.0% 3998 22.9% 12348 22.3% 411.6 Spring 2013 143 20.3% 4247 24.5% 12987 23.9% 432.9

2014

364 23.4% 10154 27.8% 31659 26.9% 1055.3


2015

374 24.6% 10661 31.0% 32962 29.2% 1098.7 Summer 2014 79 40.5% 2084 53.7% 6569 52.2% 219.0 Fall 2014 143 21.3% 4124 26.2% 12823 24.6% 427.4

Spring 2015 152 23.2% 4453 30.1% 13570 28.1% 452.3

2016

388 25.9% 10323 32.0% 32001 30.2% 1066.7 Summer 2015 82 43.4% 2023 56.9% 6323 54.3% 210.8

Fall 2015 153 22.9% 4088 27.3% 12629 25.6% 421.0 Spring 2016 153 24.0% 4212 30.7% 13049 29.0% 435.0

2017

333 25.8% 9660 32.7% 30202 30.9% 1006.7



Enrollment by Media Type and Semester

An unduplicated headcount of enrolled students and number of seats sold by media type and semester is shown in Table 6.

Table 6 Enrollment by Media Type and Semester

Semester Unduplicated Headcount Seats Sold

Traditional Online Hybrid Traditional Online Hybrid

FALL 2012 4785 2357 1640 11430 3989 1983

FALL 2012 4735 2335 1357 11115 3957 1618

FALL 2013 4682 2375 1370 10107 4116 1702

FALL 2014 4243 2346 1382 9214 4082 1690


Semester Unduplicated Headcount Seats Sold

FALL 2015 3808 2226 1427 8282 3910 1743

FALL 2016 4813 2586 1248 11235 4340 1513

SPRING 2012 4702 2538 1145 11027 4232 1280

SPRING 2013 4492 2457 1394 10103 4175 1659

SPRING 2014 4083 2519 1508 8560 4447 1879

SPRING 2015 3843 2453 1245 8076 4208 1465

SPRING 2016 3361 2276 1306 7063 3947 1608

SPRING 2017 1617 1422 221 2176 1972 233

SUMMER 2012 1275 1472 359 1688 2037 387

SUMMER 2013 1121 1389 360 1438 1989 388

SUMMER 2014 1107 1485 461 1388 2081 536

SUMMER 2015 841 1404 476 1017 2021 532

SUMMER 2016 634 1268 463 737 1774 497


Seats Sold by Course Level and FY

From FY 2013 through FY 2017 the percentage of seats sold in developmental level courses has decreased

while the percentage of seats sold in college level courses has increased (see Figure 16). However, the

number of seats sold at both developmental and college levels has decreased (see Figure 17 and Figure 18).

Figure 16 Percentage of Seats Sold by Course Level and FY


9% 8% 7% 6% 6%

91% 92% 93% 94% 94%

2013 2014 2015 2016 2017

Fiscal Year

Developmental Level % Seats Sold College Level % Seats Sold


Figure 17 Number of Developmental Level Seats Sold by FY


Figure 18 Number of College Level Seats Sold by FY


FYE by Course Level and FY

Full year equivalent (FYE) is a standardized measure of course enrollment, calculated by dividing the total

credits sold by 30. FYE by course level is shown below in Figure 19.

3,444

2,911

2,491

2,033

1,648

2013 2014 2015 2016 2017

Fiscal Year

33559 32536 3182230112

27843

2013 2014 2015 2016 2017

Fiscal Year


Figure 19 FYE by Course Level and FY


Courses by Day and Time

Figure 20 and Table 7 depict credit courses offered Monday through Friday during the day (starting before

5:00 PM), Monday through Friday in the evening (starting at 5:00 PM or after), and on Saturday. The

percentage of courses offered during the day has increased over the past 5 years from 72% to 84% while the

percentage of evening courses offered has decreased from 24% to 17%. Saturday courses have declined from

4% to 0%.

Figure 20 Courses by Day and Time


Table 7 Number of Courses by Semester and Offering Schedule

Course Time

Fall 2012

Spring 2013

Fall 2013

Spring 2014

Fall 2014

Spring 2015

Fall 2015

Spring 2016

Fall 2016

Spring 2017

Fall 2017

Day 436 374 391 356 369 333 379 333 352 310 339

Evening 145 137 127 122 112 115 108 104 86 79 67

Sat 23 28 22 25 17 23 12 15 3 6 0

Total 604 539 540 503 498 471 499 452 441 395 406


441 374 327 265 215

3493 3466 3428 32623038

2013 2014 2015 2016 2017

Fiscal Year

Developmental Level FYE College Level FYE

Fall 2012Spring2013

Fall 2013Spring2014

Fall 2014Spring2015

Fall 2015Spring2016

Fall 2016Spring2017

Fall 2017

Day 72.2% 69.4% 72.4% 70.8% 74.1% 70.7% 76.0% 73.7% 79.8% 78.5% 83.5%

Evening 24.0% 25.4% 23.5% 24.3% 22.5% 24.4% 21.6% 23.0% 19.5% 20.0% 16.5%

Saturday 3.8% 5.2% 4.1% 5.0% 3.4% 4.9% 2.4% 3.3% 0.7% 1.5% 0.0%

Saturday Evening Day


Prior Learning Assessment (PLA)

The prior learning assessment (PLA) process helps adult students match learning gained outside the

classroom to actual college courses. First, students are enrolled in a class to identify courses that may be

completed via PLA - demonstrating their skills and knowledge for academic credit. Then, students are

assessed to determine if an individual PLA is right for them based on their past experiences and proposed

educational goal. The demonstration process varies by course, but is usually in the form of written papers

and/or projects following specific guidelines as well as one-on-one or group meetings with an evaluator for

the specific PLA. This process allows students to demonstrate knowledge and skills gained via work/life

experiences. Credit is obtained using pass/no pass grading.

The number of PLA credits attempted and earned for the past 10 years is shown in Figure 21.

Figure 21 PLA Credits Attempted/Earned (FY)

Source: EPM 11 ST06 Students by Course, final records; course numbers 7000-8999

The number of students who earn PLA credit has decreased by 65% since 2008. The average number of PLA credits earned by a PLA student has decreased by 40% since 2008. See Figure 22 below.

Figure 22 Headcount and Average PLA Credits Earned per Student Attempting Credit (FY)

Source: EPM 11 ST06 Students by Course, final records; course numbers 7000-8999

2008 2009 2010 2011 2012 2013 2014 2015 2016 2017

PLA CREDITS EARNED 767 846 1,932 1,405 2,155 2,553 2,356 1,184 369 159

PLA CREDITS ATTEMPTED 836 918 2,106 1,607 2,456 2,980 2,818 1,448 468 206

5.81 5.797.58 6.82 7.33

8.77 8.12 7.224.39 3.46

132 146

255

206

294 291 290

164

84

46

2008 2009 2010 2011 2012 2013 2014 2015 2016 2017

AVERAGE PLA CREDITS EARNED UNDUPLICATED HEADCOUNT


Students by Major Table 8 shows the number of students enrolled for credit per FY by major. Students are counted only once

per FY no matter how many semesters they were enrolled (unduplicated headcount). Students with multiple

majors are counted under their highest ranked major (Major 1). Only majors listed in the last reported year’s

academic catalog are included, with majors no longer actively offered excluded. If a program changed

significantly (to the point that the registrar issued a different major ID for the new program), data for the old

version of the program is not included. Majors are listed alphabetically. Excluding students listed as blank or

undecided, the top five majors in FY 2017 were; Liberal Arts, Nursing, Contemporary Business, Criminal

Justice, and Paralegal.

Table 8 Majors by Fiscal Year (FY)

Major 2013 2014 2015 2016 2017

(Blank) 1636 1363 1630 1856 1585

AA- Associate of Arts (Liberal Arts) 2028 1825 1771 1685 1484

Accounting 179 149 121 116 103

Advanced Emergency Medical Technician 0 0 2 2 5

Advanced Network Security 3 3 3 4 5

Advanced Network Technology 4 4 2 3 4

Art 102 79 60 55 60

Biology 146 124 143 134 130

Chemistry 38 45 57 57 45

Chemistry Emphasis--AA degree 0 0 0 0 1

Child Care Teacher 10 16 17 15 12

Community Health Worker 4 2 3 5 1

Community Paramedic 0 0 4 4 1

Computer Programmer 26 46 38 41 27

Computer Science 78 52 70 81 47

Construction Management 35 46 41 42 37

Construction Management Certificate 3 3 2 1 3

Contemporary Business 338 367 363 280 211

Contemporary Business Practice 94 77 82 85 80

Corrections Certificate 0 0 0 0 2

Criminal Justice 235 190 186 167 155

Customer Service 3 1 1 1 1

Education Foundations 134 146 176 138 117

E-Marketing 0 1 0 2 1

Emergency Medical Services (seeking admission)

198 210 175 108 66

Emergency Medical Services 37 47 40 40 32

Emergency Medical Technician Certificate 0 0 7 26 22

Engineering Fundamentals 118 138 161 146 139

Exercise Science 44 38 50 40 34


Major 2013 2014 2015 2016 2017

Human Resource Management 23 23 23 23 11

Human Service Worker 213 215 186 165 131

Human Services Assistant 8 12 12 9 6

I.T. Help Desk 4 2 3 4 7

Individualized Professional Studies 280 241 143 67 48

Information Technology Support 27 33 47 43 46

International Business 0 4 12 34 34

IP Telephony 3 0 2 0 0

Law Enforcement 232 200 191 164 125

Law Enforcement Certificate 17 15 30 17 15

Legal Administrative Assistant 14 16 15 12 9

Legal Administrative Assistant Cert 6 2 3 1 1

Marketing and Sales 17 9 22 25 32

Microsoft Certified IT Professional 2 3 1 0 0

Minnesota Transfer Curriculum 45 51 69 60 67

Music 0 0 1 15 16

Network Technology and Security 145 126 117 99 119

Nursing 209 173 177 181 124

Nursing (seeking admission to Nursing) 828 868 836 690 589

Nursing (seeking admission-Accel LPN) 60 56 41 19 22

Nursing Assistant 32 39 30 52 49

Office Technology 2 2 2 4 2

Paralegal 229 244 232 186 143

Paralegal Certificate 128 111 85 70 61

Paramedic 21 16 53 22 13

Physical Education 25 17 8 13 10

Professional Writing 5 4 4 1 3

Project Management 4 10 8 6 7

Psychology - 2+2 with Metro State 0 0 0 4 43

Psychology Emphasis-AA degree 0 0 0 0 1

seeking admission to Acc NUR-Param Track 34 31 10 6 0

Small Business Development 4 8 14 11 9

Supervision 1 1 2 2 1

Theatre 0 2 9 9 11

Undecided 0 0 1 0 1

Undecided about which degree to pursue 1401 1610 1497 1361 1492

Urban Teacher Program 4 1 2 1 1

Total 9522 9120 9095 8513 7660

Source: EPM 11 ST03 St Term Data, final records


Student Profile – Credit Students

New and Continuing Students

Since Fall 2014, the percentage of new students has remained between 41-42% and continuing students has

been between 58-59%. Over the past five years, the proportion of new and continuing students has

remained consistent (see Figure 23).

Figure 23 Percentage of New and Continuing Students in Fall Semesters

Source: Operational Data, APPSODS_V_DASH_ENROLLMENT_DTL

* Fall 2017 data based on 30th day record, all other semesters use final record

Full-Time and Part-Time Status

Full time students are identified as those taking 12 or more credits in a fall or spring semester and 6 or more

credits in a summer semester. The proportion of full-time and part-time students by semester has remained

consistent over the years with approximately two-thirds of students enrolled part-time (see Figure 24).

Figure 24 Percentage of Full-Time and Part-Time Credit Students by Semester



38% 41% 42% 41% 41%

62% 59% 58% 59% 59%

Fall 2013 Fall 2014 Fall 2015 Fall 2016 Fall 2017*

% New % Continuing

39% 34% 32% 38% 35% 33% 34% 36% 34% 33% 38%

61% 66% 68% 62% 65% 67% 66% 64% 66% 67% 62%

Summer2014

Fall 2014 Spring2015

Summer2015


Summer2016


Summer2017

Fall 2017*

% Full-Time % Part-Time


Gender

Approximately 60% of IHCC students are female and 40% are male. Trends have remained consistent over

the last five years (see Figure 25 and Table 9).

Figure 25 Percentage of Students by Gender (FY)



Table 9 Number of Students by Gender (FY)

Gender 2013 2014 2015 2016 2017

Female 5229 5035 5039 4718 4250

Male 3660 3423 3417 3302 2996

Gender blank 86 90 113 73 70

Total 8975 8548 8569 8093 7316



Students of Color (SOC)

The percentage of students of color has been steadily increasing from 2013 (28%) to 2017 (33%) (See Figure

26 and Table 10). In keeping with Minnesota State reporting, students self-reporting as two or more races

are counted as SOC, and students identified as non-resident aliens are not counted as SOC.

58% 59% 59% 58% 58%

41% 40% 40% 41% 41%

1% 1% 1% 1% 1%

2013 2014 2015 2016 2017

Female Male Unknown


Figure 26 Enrollment of Students of Color, White Students, and Students with Unknown Race/Ethnicity (FY)



Table 10 Number of Students of Color, White Students, and Students with Unknown Race/Ethnicity (FY)

Race/Ethnicity 2013 2014 2015 2016 2017

Students of Color 2486 2433 2546 2512 2388

White Students 6238 5758 5713 5316 4718

Nonresident alien 39 41 51 57 43

Unknown or not reported 211 316 253 208 152

Total 8974 8548 8569 8093 7301



Race/ethnicity

As shown in Figure 27 and Table 11, while white students continue to comprise the largest percentage of the

IHCC student population, there has been an increase in students of color (SOC) from 28% in FY13 to 33% in

FY17, an increase of 17%. Students who identify as Hispanic/Latino have seen the highest increase by

percentage, from 7.6% in FY13 to 10.1% in FY17.

28% 29% 30% 31% 33%

70% 69% 68% 67% 65%

2% 2% 2% 2% 2%

2013 2014 2015 2016 2017

Students of Color White Students Unknown


Figure 27 Percentage of Students by Race/Ethnicity (FY)



Table 11 Number of Students by Race/Ethnicity (FY)

Race/Ethnicity 2013 2014 2015 2016 2017

Nonresident alien 39 41 51 57 43

Unknown or not reported 212 316 253 208 152

Black/ African American 915 867 927 891 745

Asian 447 438 464 445 460

White 6238 5758 5713 5316 4718

Hispanic/ Latino 681 695 741 745 738

American Indian/ Alaska Native 59 41 40 41 48

Native Hawaiian/ Pacific Islander 12 15 16 15 11

Two or more races* 372 377 358 375 386

Total 8975 8548 8569 8093 7301



International Students

Table 12 gives the breakdown of IHCC student based on home country separated by year. Data is sorted by

Fall 2017 in descending order from the most common International student home country to the least. If the

country was not represented in 2017, the data is not shown. Student attendees from Nigeria and Vietnam

have both steadily increased over the five-year period.

2013 2014 2015 2016 2017

Two or more races 4.1% 4.4% 4.2% 4.7% 5.2%

Native Hawaiian/Pacific Islander 0.1% 0.2% 0.2% 0.2% 0.2%

American Indian/Alaska Native 0.6% 0.5% 0.5% 0.5% 0.6%

Hispanic/Latino 7.6% 8.2% 8.7% 9.3% 10.1%

White 69.8% 68.3% 67.2% 65.9% 64.6%

Asian 5.0% 5.2% 5.5% 5.5% 6.3%

Black/African American 10.3% 10.3% 10.9% 11.1% 10.2%

Unknown 2.1% 2.4% 2.2% 2.2% 2.3%

Nonresident alien 0.4% 0.4% 0.6% 0.7% 0.6%


Table 12 IHCC International Student Home Country (YRTR)

Country Fall 2013 Fall 2014 Fall 2015 Fall 2016 Fall 2017*

Nigeria 1 2 2 5 6

Vietnam 1 0 2 5 6

China 2 1 2 3 3

Venezuela 0 0 1 3 3

Brazil 1 0 2 2 2

Aruba 0 0 0 1 1

Cameroon 1 1 0 0 1

Egypt 1 0 0 0 1

Haiti 0 0 1 1 1

Hong Kong 0 1 0 0 1

Mexico 1 0 0 1 1

Pakistan 0 1 2 0 1

Philippines 0 0 0 1 1

Qatar 0 0 0 1 1

Republic of Korea 2 1 1 0 1

Romania 0 0 0 0 1

Saudi Arabia 0 0 1 2 1

Grand Total 30 32 35 31 32

Source: Operational Data, ISRS_V_ST_TERM_DATA, ISRS_PS_Intl_DEMO, ISRSVAL_VAL_CNTRY


Age

The percentage of traditional age (18-24) students has remained consistent over the past five years. The

percentage of students 17 and younger has increased by 94% in that time frame and the percentage of adult

(25+) students has decreased by 18%. See Figure 28, Figure 29 and Table 13 through Table 16.


Figure 28 Percentage of Traditional and Non-traditional Students (FY)



Table 13 Percentage of Traditional and Non-traditional Students (FY)

Age Group 2013 2014 2015 2016 2017 5 Year % Change

17 and younger 6% 8% 11% 12% 12% 94%

18-24 55% 54% 54% 55% 52% 2%

25 and older 39% 37% 34% 32% 35% -18%

Not reported <1% <1% <1% <1% <1%



Table 14 Number of Traditional and Non-traditional Students (FY)

Age Group 2013 2014 2015 2016 2017

17 and younger 522 643 966 982 879

18-24 4562 4350 4277 4139 3807

25 and older 3817 3460 3263 2879 2558

Not reported 36 55 55 71 65

Total 8975 8508 8561 8071 7309



6% 8% 11% 12% 12%

51% 51%50% 51% 52%

43% 41% 38% 36% 35%

0.40% 0.65% 0.64% 0.88% 1.28%

2013 2014 2015 2016 2017

Unknown

25 and Older

18-24

17 and Younger


Figure 29 FY 2017 Students by Age Range



Table 15 Percentage of Students by Age Range (FY)

Age 2013 2014 2015 2016 2017

17 and younger 6% 6% 8% 11% 12%

18-24 50% 51% 51% 50% 52%

25-30 19% 19% 17% 17% 15%

31-35 9% 9% 9% 8% 8%

36-40 5% 5% 5% 5% 5%

41-45 4% 4% 4% 4% 3%

46-50 3% 3% 3% 2% 2%

51-55 2% 2% 2% 1% 1%

56-60 1% 1% 1% 0% 1%

61-70 0% 0% 0% 0% 0%

71 and older 0% 0% 0% 0% 0%

Not reported 1% 0% 1% 1% 1%

Total 100% 100% 100% 100% 100%



* Note: Total percentages may not equal 100% due to rounding.

Table 16 Number of Students by Age Range (FY)

Age 2013 2014 2015 2016 2017

17 and younger 522 643 966 982 879

18-24 4562 4350 4277 4139 3807

25-30 1689 1485 1413 1277 1122

31-35 801 761 687 625 550

36-40 468 420 440 372 349

41-45 350 320 325 251 221

1%

0%

0%

1%

1%

2%

3%

5%

8%

15%

52%

12%

Not reported

71 and older

61-70

56-60

51-55

46-50

41-45

36-40

31-35

25-30

18-24

17 and Younger


Age 2013 2014 2015 2016 2017

46-50 267 234 214 186 146

51-55 145 159 117 104 94

56-60 63 49 33 38 39

61-70 30 24 29 22 30

71 and older 4 8 5 4 7

Not reported 36 55 55 71 65

Total 8937 8508 8561 8071 7309



Disability Status

Over the past 5 years the percentage of the IHCC student population with disabilities has increased by 50%,

from 4.1% in fall 2013 to 6.1% in fall 2017. Of the Metro Colleges in 2016, only MCTC (8%) and Normandale

(8%) have higher percentages of students with disabilities. Century (6%) has the same percentage as IHCC.

DCTC (5%), Hennepin Tech (4%), North Hennepin (4%), St. Paul College (4%), and Anoka Tech/Anoka CC (3%)

have lower percentages than IHCC. See Figure 30 and Figure 31.

Figure 30 IHCC Percentage of Students with Disabilities

Source: Operational Data; ST_TERM, PS_DISAB_NEED


4.1%

4.8%4.4%

4.7%

6.1%

FALL 2013 FALL 2014 FALL 2015 FALL 2016 FALL 2017*


Figure 31 Percentage of Students with Disabilities at Metro Colleges in Fall 2016

Source: System Office Research

Veterans

As shown in Figure 32, each fall, approximately 5% of the student population is a known veteran as identified

by the Veteran Services Office. The IHCC Veteran Services Office estimates that there are many more

veterans at IHCC who have not been identified as such because they have not interacted with the office. The

Minnesota State system reports an estimated number of veterans, active military personnel, and National

Guard members by campus. Figure 33 shows estimates for Metro area colleges. IHCC is fifth in estimated

number of enrolled military personnel.

Figure 32 IHCC Percentage of Veterans Enrolled

Source: Operational Data; ST_TERM_DATA, ST_COHORT


8% 8%

6% 6%

5%

4% 4% 4%

3%

MCTC Normandale Century IHCC DCTC HennepinTech

NorthHennepin

St. PaulCollege

AnokaTech/Anoka CC

3.7%

4.2%4.3%

4.5%

5.0%

FALL 2013 FALL 2014 FALL 2015 FALL 2016 FALL 2017*


Figure 33 Estimated Number of Military Personnel at Metro Colleges in Fall 2017

Source: System Office Research

*Students included if any of the following sources indicate the student is a National Guard member, veteran, or on active duty:

application to the institution, FAFSA, financial aid award, institution cohort code, institution program code, or accounting deferment

code.

Low Income Status/Pell Eligibility

Pell eligibility is often used as a way to identify low income students. The number and percentage of students

eligible for Pell grants peaked in FY 2013 and has been stable or decreasing since FY 2014. Almost half of IHCC

students have an unknown status – that is, the college does not know if they are Pell eligible or not because

they have not completed a FAFSA (Free Application for Federal Student Aid). Per Minnesota State

convention, the percent of students who are Pell eligible are shown as a percent of students with known

status. Figure 34 shows the percentage of Pell eligible students out of the total with known eligibility; Table

17 shows the total number known eligible, known not eligible, and unknown.

Figure 34 Percentage of Enrollment by known Pell Eligibility (FY)

Source: Enrollment Analytic Tool

574 553508

397 396 372 362307

240

62% 60% 60% 58% 57%

2013 2014 2015 2016 2017


Table 17 Enrollment by Pell Eligibility (FY)

Pell Status 2013 2014 2015 2016 2017

Pell eligible 3156 2986 2822 2452 2169

Not Pell eligible 1947 1964 1857 1743 1604

Status unknown 3872 3595 3890 3898 3536

Total 8975 8545 8569 8093 7309


First Generation Status

First generation status describes the educational attainment of a student’s parents or guardians. There are

two definitions of first generation. The Federal definition is students who come from families where neither

parent has achieved a bachelor’s degree. The Minnesota definition is students who come from families

where neither parent has had any college education.

In 2017 the percentage of students whose first generation status was unknown was approximately 5%. Per

Minnesota State convention, the percent of students who are first generation are shown as a percent of

students with known status. See Figure 35, Table 18, and Table 19.

Figure 35 Comparison of First Generation Students by Federal and Minnesota Definition (FY)


First Generation Federal Definition: Neither parent has a bachelor’s degree

In 2017 54% (3731) of IHCC students of known status came from families where neither parent has a

bachelor’s degree. This is a slight decrease from previous years (Table 18).

Table 18 First Generation Status by Federal Definition: Neither Parent Has a Bachelor’s Degree (FY)

First Generation (Fed) 2013 2014 2015 2016 2017

First generation 4943 4647 4599 4232 3731

Not first generation 3357 3258 3464 3467 3199

Status unknown 675 640 506 394 379

Total 8975 8545 8569 8093 7309


60% 59% 57% 55% 54%

21% 21% 20% 20% 19%

2013 2014 2015 2016 2017

% First Gen (Fed) of known % First Gen (MN) of known


First Generation Minnesota Definition: Neither parent attended any college

In 2017 19% (1295) of IHCC students of known status came from families where neither parent attended any

college. This is similar to the percentage in previous years (Table 19).

Table 19 First Generation Status by Minnesota Definition: Neither Parent Attended any College (FY)

First Generation (MN) 2013 2014 2015 2016 2017

First generation 1794 1712 1643 1549 1295

Not first generation 6603 6290 6501 6209 5687

Status unknown 578 543 425 335 327

Total 8975 8545 8569 8093 7309


Underrepresented Status

A student is considered underrepresented if he or she fits into at least one of the following categories: (1)

student of color; (2) low income; or (3) first generation. Because there are two definitions of first generation,

there are two definitions of underrepresented. Minnesota State reports underrepresented status using the

Minnesota definition of first generation (neither parent nor guardian having attended any college).

Approximately 2,500 IHCC students each year have an unknown status – that is, the college does not have

data about their race, Pell eligibility status, or parents’ educational attainment. Consequently, the college

cannot determine whether they are underrepresented students or not. Per Minnesota State convention, the

percent of students who are underrepresented are shown as a percent of students with known status.

Underrepresented – MN Definition of First Generation

In 2017 79% (3824) of Inver Hills students were identified as underrepresented; this is consistent with the

past four years. See Figure 36 and Table 20 below.

Figure 36 Percentage of Students with Known Underrepresented Status (FY)


79% 78% 79% 79% 79%

21% 22% 21% 21% 21%

2013 2014 2015 2016 2017

% Underrep of known % Not Underrep of known


Table 20 Underrepresented Students

Underrepresented Status 2013 2014 2015 2016 2017

Underrepresented 4881 4698 4596 4266 3824

Not underrepresented 1328 1299 1193 1106 1029

Status unknown 2766 2548 2780 2721 2456

Total 8975 8545 8569 8093 7309


Average Credit Load by Semester

Average credit load is the average number of credits that students register for in a semester. Average credit

load has remained flat; Figure 37, Figure 38 and Figure 39 show average credit load for full-time and part-

time students by semester.

Figure 37 Average Credit Load – Summer Semesters

Source: Operational Data, IHCC Enrollment tbl Term Data


Figure 38 Average Credit Load – Fall Semesters



7.7 7.6 7.6 7.4 7.6

3.4 3.4 3.5 3.5 3.4

SUMMER 2013 SUMMER 2014 SUMMER 2015 SUMMER 2016 SUMMER 2017

FULL-TIME PART-TIME

13.7 13.7 13.7 13.7 13.7

6.8 6.4 6.5 6.5 6.5

FALL 2013 FALL 2014 FALL 2015 FALL 2016 FALL 2017

FULL-TIME PART-TIME


Figure 39 Average Credit Load – Spring Semesters



Admission Status

As shown below, the composition of the Inver Hills student population has stayed almost identical to the

previous year. Undergrad regular refers to a student who is pursuing their undergraduate degree without

having previously gotten credits from another university/institution. Those individuals who have transferred

to IHCC with previous credits are referred to as undergrad transfer. Undergrad previous degree are students

who are attending IHCC who already hold a previously attained degree. Postsecondary enrollment options or

PSEO are those students who are in high school and are earning credit towards high school graduation while

simultaneously earning college credit. High school non-PSEO students are those that are attending high

school and also getting college credit however, they are paying out of pocket for their enrollment due to not

being in the PSEO program. Undergrad unclassified are those individuals who are not seeking a degree, but

are taking college credits. Uncoded responses were those that were left blank. Over the past five years, the

percentage of undergraduate regular (first-time) students has declined, and the percentage of PSEO students

has increased (see Figure 40 and Table 21).

13.6 13.7 13.7 13.8 13.8

6.6 6.7 6.5 6.3 6.4

SPRING 2013 SPRING 2014 SPRING 2015 SPRING 2016 SPRING 2017

FULL-TIME PART-TIME


Figure 40 Percentage of Enrollment by Admission Status (FY)



Table 21 Enrollment by Admission Status (FY)

Admission Status 2013 2014 2015 2016 2017

Undergrad regular 3207 2936 2725 2417 2219

Undergrad transfer 3282 3269 3132 2858 2541

Undergrad previous degree 287 258 252 215 211

PSEO 486 651 899 927 857

High School Non-PSEO 56 23 60 87 52

Undergrad unclassified (limited) 1656 1406 1500 1587 1428

Specialist 1 0 0 0 0

Un-coded 0 4 1 2 1

Total 8975 8547 8569 8093 7309



Average credit load by admission status shows the average number of credits students register for, broken

down by admission status. As shown in Table 22, regular and transfer students have the largest average

credit load, followed by PSEO students. Over the past five years the number of credits taken by

undergraduate students with a previous degree has increased by 7%. The number of credits taken by PSEO

students has decreased by 5% and the number of credits taken by high school Non-PSEO students has

decreased by 47%.

2013 2014 2015 2016 2017

31 UG Unclassified 18% 16% 18% 20% 20%

22 High School Non-PSEO 1% 0% 1% 1% 1%

21 PSEO 5% 8% 10% 11% 12%

14 UG Prev Deg 3% 3% 3% 3% 3%

12 UG Transfer 37% 38% 37% 35% 35%

11 UG Regular 36% 34% 32% 30% 30%


Table 22 Average Credit Load by Admission Status (FY)

Admission Status 2013 2014 2015 2016 2017

UG Regular 16.04 16.42 16.24 16.70 16.27

UG Transfer 15.12 15.47 15.45 15.21 15.14

UG Previous Degree 12.31 12.64 12.72 12.72 13.25

PSEO 15.43 13.07 11.74 12.06 14.61

High School non-PSEO 6.50 5.87 2.15 2.11 3.46

UG Unclassified 5.46 5.45 5.16 5.39 5.47

Uncoded 2.00 6.50 2.00 5.00 3.00

Overall Average 13.54 13.85 13.34 13.16 13.39



Student Residence

Figure 41 gives a visual representation of the ZIP codes IHCC students identify as their residence. The darker

greens indicate more individuals with that response. Table 23 and shows the number of IHCC students

enrolled in fall for the past five years for the top 50 current cities of residence, in descending order based on

the most recent fall.

Figure 41 IHCC Fall 2017 Enrollment by ZIP Minneapolis-St. Paul Metro

Source: EPM 11, ST_TERM_DATA, final records



Table 23 Enrollment by City of Student Residence

ZIP Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016 Fall 2017*

55016 428 388 342 324 318 301

55076 361 378 436 412 315 291

55068 261 283 281 295 286 270

55124 278 290 299 263 249 258

55075 273 261 260 236 226 209

55024 274 255 234 205 204 198

55033 261 258 272 238 195 198

55118 282 289 258 262 209 184

55123 233 197 186 204 192 175

55122 245 221 184 167 173 161

55077 184 186 243 194 169 154

55337 176 201 184 179 174 150

55125 208 209 180 163 146 138

55044 165 155 237 223 168 121

55106 105 136 117 125 94 74

55107 118 101 101 81 74 64

55119 118 112 105 111 87 62

55057 56 56 55 49 52 60

55021 42 31 43 41 23 59

55121 81 84 104 81 69 57

55129 76 67 55 61 58 57

55009 56 56 59 59 67 50

55378 47 54 69 48 53 43

55071 73 61 60 50 46 41

55104 82 81 63 67 50 41

55379 35 33 32 36 37 39

55117 79 76 63 64 54 36

55306 51 42 55 63 49 33

55116 69 56 50 43 45 30

55105 43 35 38 26 27 29

55128 54 60 49 52 39 25

55130 31 33 36 26 34 23

55031 21 27 22 19 22 21

55055 39 35 40 27 28 21

55372 36 30 60 30 28 21

55109 34 25 32 30 25 20

55113 31 19 26 20 19 20

55423 25 28 23 20 23 20

54021 25 25 21 19 15 19


ZIP Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016 Fall 2017*

55003 24 22 23 25 5 19

55120 43 36 26 27 27 19

54016 26 24 19 14 12 18

55082 38 27 26 15 18 18

55102 56 47 44 37 33 17

55014 6 6 6 3 9 16

55066 31 30 24 23 18 16

55417 21 26 23 12 13 16

55406 26 29 20 12 13 15

55103 29 23 29 19 16 13

55020 9 8 15 16 13 12

Source: Operational Data. ST_TERM_DATA, final records

* Fall 2017 data based on 30th day record, all other semester use final record

Top Feeder High Schools

New, First Time, Degree Seeking Students

Table 24 through Table 27 show the numbers of new first-time (see Table 24) and Post-Secondary Enrollment

Option (PSEO) (see Table 26) students enrolled at IHCC each fall for the past five years for the top 25 feeder

high schools, in descending order based on the most recent fall. Among incoming new, first-time students a

small number come from Minnesota high schools other than those listed in Table 24. IHCC also enrolls a

small number of international students, home schooled students, and GED students (see Table 25 and Table

27).

Table 24 New First-time Students – Top Feeder High Schools

Feeder High School Fall 2013 Fall 2014 Fall 2015 Fall 2016 Fall 2017

Rosemount High School 43 62 49 49 47

Park High School 66 45 53 41 40

Eagan High School 38 32 45 45 37

Farmington Senior High School 43 41 27 29 37

Eastview High School 30 27 19 27 33

Henry Sibley High School 38 39 48 32 31

Simley High School 31 40 30 37 30

South Saint Paul High School 34 32 41 22 30

Hastings High School 40 39 47 39 28

Apple Valley High School 20 19 21 22 19

East Ridge High School 19 27 15 12 17

Woodbury High School 23 11 14 23 17

Lakeville South High School 9 8 5 13 14

School Of Environmental Study 15 13 5 12 14

Burnsville Senior High School 20 15 17 12 11

Northfield High School 9 6 13 12 9


Feeder High School Fall 2013 Fall 2014 Fall 2015 Fall 2016 Fall 2017

Saint Croix Lutheran High School 2 5 3 3 7

Cretin Derham Hall High School 8 5 2 7 6

Other Minnesota 7 2 9 10 6

Humboldt Secondary School 5 2 2 1 5

Lakeville North Sr Hs 14 9 4 8 5

Minnesota Virtual Academy 0 1 1 0 5

Cannon Falls Jr-Sr High School 6 5 10 8 4

Highland Park Senior High School 2 5 5 2 4

South Washington Alc 0 0 0 1 4

Source: ADM_STAT_NEW_CONTINUING_STUDENT

Table 25 Other New, First-Time Student Sources

Fall 2013 Fall 2014 Fall 2015 Fall 2016 Fall 2017

GED 67 44 30 19 13

Home School 18 14 11 20 14

International 9 26 9 17 10

Other 1 2 0 1 2

Source: Operational Data. ST_TERM_DATA, final records

PSEO Students

PSEO students are high school students enrolled in college level courses. Table 26 shows PSEO students for

the top 25 feeder high schools. In addition, Table 27 shows home school PSEO enrolled students. Based on

the number of students enrolled, home school has frequently been among the top five sources of PSEO

students. In fall 2016, the largest number of PSEO students were from home school.

Table 26 PSEO Students – Top Feeder High Schools

Feeder High School Fall 2013 Fall 2014 Fall 2015 Fall 2016

Simley High School 32 49 58 59

South Saint Paul High School 29 35 32 52

Park High School 28 28 23 39

Eagan High School 19 19 24 37

Hastings High School 18 27 31 32

Rosemount High School 26 31 33 31

Henry Sibley High School 13 13 12 26

Burnsville Senior High School 2 3 3 26

Eastview High School 19 10 20 24

Farmington Senior High School 15 10 12 23

East Ridge High School 17 20 24 21

Cannon Falls Jr-Senior High School 6 13 10 17

Apple Valley High School 4 6 9 14

Woodbury High School 9 12 10 9

Lakeville South High School 3 3 6 9



Step Academy 2 4 6 8

Randolph High School 1 6 3 8

Northfield High School 2 8 4 5

Academic Arts High School 0 2 0 4

St Paul Conservatory Perf Art 0 0 1 4

Lakeville North Senior High School 2 4 5 3

Saint Croix Lutheran High School 0 2 0 3

Hope Christian Academy 0 1 0 3

Arcadia Charter School 4 4 2 2

Mts Minnesota Connections Acad 4 4 6 2

Source: cohort_pp - Dean Eddy report

Table 27 PSEO Enrolled Home School Students

Fall 2013 Fall 2014 Fall 2015 Fall 2016

Home School 42 47 54 65


Concurrent Students

Concurrent students are high school students who do not qualify for PSEO but are taking college level

courses. Table 28 shows the number of concurrent students from the top feeder schools broken down by

year. The table is sorted in descending order based on fall 2016.

Table 28 Concurrent Students


Rosemount High School 63 82 84 92

Burnsville Senior High School 62 60 59 54

Lakeville South High School 0 49 98 20

Simley High School 38 95 115 17

Agape High School 13 13 15 10

Tartan Senior High School 15 10 16 0

Lakeville North Sr HS 0 46 14 0

Randolph High School 14 6 11 0

North High School 6 9 5 0

Prior Lake High School 0 42 0 0

South Saint Paul High School 33 0 0 0


Awards Granted Table 29 shows how many awards were granted each fiscal year and the percentage they comprised. The

Associate of Arts (AA) degree has increased from 46% of all degrees awarded (AA, AAS, AFA) in FY13 to 52%

in FY17. Total degrees as a percentage of all awards granted has increased from 75% (FY13) to 81% (FY17),

and Certificates awarded by percentage of all awards have decreased from 25% of all awards in FY2013 to

19% in FY2017.


Table 29 Awards Granted by Type of Degree or Certificate (FY)

Award Type 2013 2014 2015 2016 2017

AA 349 382 372 396 349

% of degrees 46% 49% 49% 52% 52%

% of all awards 35% 40% 38% 41% 42%

AAS 30 21 18 25 18

% of degrees 4% 3% 2% 3% 3%

% of all awards 3% 2% 2% 3% 2%

AFA 6 2 6 3 6

% of degrees 1% <1% 1% <1% 1%

% of all awards 1% <1% 1% <1% 1%

AS 367 376 357 336 292

% of degrees 49% 48% 47% 44% 44%

% of all awards 37% 40% 36% 34% 35%

Total degrees 752 781 753 760 665

% of all awards 75% 83% 77% 78% 81%

Certificates 247 163 230 214 161

% of all awards 25% 17% 23% 22% 19%

Total Awards 999 944 983 974 826

Source: EPM 11 Student Academic Awards

The number of degrees (see Table 30) and certificates (see Table 31) granted are shown below sorted in

descending order within the 2017 column. Programs are listed only if they were active as of the first day of

FY 2017.

Table 30 Associate Degrees Granted by Program (FY)

Degree Name 2013 2014 2015 2016 2017

Liberal Arts and Sciences (AA) 349 382 372 396 349

Nursing (AS) 79 82 68 0 78

Paralegal (AS) 38 34 39 38 35

Criminal Justice (AS) 33 34 18 35 25

Contemporary Business (AS) 25 29 50 29 20

Education Foundations (AS) 14 8 16 18 20

Human Service Worker (AS) 29 22 29 29 19

Law Enforcement (AS) 49 36 28 23 17

Accounting (AS) 20 35 23 18 14

Individualized Professional Studies (AS) 46 61 53 23 13

Network Technology and Security (AAS) 20 15 8 13 11

Emergency Medical Services (AS) 0 0 0 9 9

Engineering Fundamentals (AS) 0 9 4 10 8

Chemistry (AS) 4 3 4 2 7

Nursing (MANE) (AS) 0 0 2 86 7


Degree Name 2013 2014 2015 2016 2017

Art (AFA) 6 2 6 3 6

Biology (AS) 3 0 6 2 5

Construction Management (AS) 0 5 2 2 5

Contemporary Business Practice (AAS) 5 6 7 7 4

Exercise Science (AS) 4 3 4 2 4

Information Technology Support (AAS) 0 0 0 2 3

Emergency Health Services (AS) 18 12 9 6 3

Legal Administrative Assistant (AS) 2 2 1 1 2

Computer Science (AS) 1 0 1 1 1


Table 31 Certificates & Diplomas Granted by Program (FY)

Degree Name 2013 2014 2015 2016 2017

Nursing Assistant 158 89 55 88 74

Emergency Medical Technician 0 0 90 66 51

Paralegal 34 34 35 23 7

Human Resource Management 10 7 7 6 5

Project Management 5 0 6 3 5

Paramedic 15 15 19 11 4

Professional Writing 2 0 0 3 4

Supervision 6 1 6 4 3

Customer Service 0 1 1 0 2

Advanced Network Security 1 0 0 0 1

I.T. Help Desk 3 2 2 1 1

Marketing and Sales 3 1 2 4 1

Small Business Development 0 2 2 1 1


Student Outcomes

Average Retention, Transfer, Graduation, Transfer-Graduation, and Success Rates Averages are shown for the five most recent cohorts for which data is available, 2012-2016 (see Figure 42).

Averages for second spring, third fall, and third spring do not include all cohorts as that data is not yet

available for the most recent cohorts.


Figure 42 Average Retention, Transfer, Graduation, and Success Rates Entering Cohorts 2012-2016

Source Accountability Framework/Student Persistence and Completion Note: Retention is measured from the beginning of the semester; transfer, graduation, transfer-graduation and total success are measured from the end of the semester. Data is not available at all measurement points for all cohorts.

Retention, Transfer, Graduation, Transfer-Graduation, and Success – Minnesota

State Accountability Dashboard Entering full-time, degree-seeking students are tracked in cohorts to determine retention, transfer,

graduation, and transfer-graduation rates. Cohort years refer to the first fall semester of students entering

IHCC. The success rate is the percentage of students who have either graduated, transferred, transferred and

graduated, or have been retained. Table 32 presents outcomes for the five most recent cohorts for which

data is available. Outcome rates are shown from first spring through third spring.

Table 32 New Full-time Regular and Transfer Students

Cohort # in

Cohort Measure

First Spring

Second Fall

Second Spring

Third Fall

Third Spring

2012

807

% Retained 79.8% 49.8% 43.9% 26.5% 20.1%

% Transferred 3.1% 14.1% 16.0% 24.2% 25.3%

% Graduated 4.5% 7.4% 13.4% 17.7% 22.7%

% Transfer-Graduated 0.4% 0.4% 0.6% 1.2% 2.6%

% Success 84.9% 70.4% 68.3% 67.2% 66.0%

2013

801

% Retained 83.1% 48.3% 41.4% 24.6% 18.2%

% Transferred 2.6% 12.6% 14.5% 21.2% 21.6%

% Graduated 3.5% 6.6% 12.7% 19.7% 24.3%


% Success 86.6% 66.8% 64.2% 63.7% 63.3%

2014

797

% Retained 79.0% 51.9% 43.8% 26.1% 17.4%

% Transferred 3.8% 13.2% 15.2% 22.2% 22.2%

% Graduated 4.1% 6.8% 13.8% 19.9% 24.2%


% Success 84.6% 71.0% 66.9% 66.5% 64.0%

2015 748 % Retained 77.9% 48.4% 37.3%

84.3%

69.6% 66.1% 65.8% 64.4%

1st spring 2nd fall 2nd spring 3rd fall 3rd spring

Avg. Retained Avg. Transferred Avg. Graduated

Avg. Transfer-Graduated Avg. Success


Cohort # in

Cohort Measure

First Spring

Second Fall

Second Spring

Third Fall

Third Spring

% Transferred 3.3% 15.1% 18.7%

% Graduated 4.1% 7.8% 12.7%

% Transfer-Graduated 0.3% 0.7% 1.2%

% Success 82.8% 69.7% 64.8%

2016

702

% Retained 75.9%

% Transferred 3.4%

% Graduated 5.1%

% Transfer-Graduated 0.1%

% Success 82.1%

Source: Accountability Framework, Student Persistence and Completion. Data is not yet available for shaded cells.

Changes over Time – Status at Third Spring

From 2012 to 2014, 3rd spring success rates have decreased from 66% to 64%. Rates of retention and transfer

also decreased while graduation and transfer-graduation increased between 2012 and 2014.

Second Fall Persistence and Completion Rates – Minnesota State Accountability Dashboard

Underrepresented Students

The second fall persistence and completion rate for underrepresented students (MN definition) is a

Minnesota State accountability measure. Also known as the success rate, it shows the percent of students

who are either persisting at IHCC (retained), have transferred to another institution, or have graduated at the

cohort’s second fall semester. This measure includes only full-time regular and transfer students who are

underrepresented and were new entering students in the fall semester of the indicated year.

The point of measurement for student success is determined based on a student’s entering (cohort) year. At

this time, cohorts are defined as new, full-time, degree-seeking students entering in the fall semester of a

fiscal year. IHCC’s second fall success rate for underrepresented students has varied over the past several

years. In the past five years, the student success rate at IHCC was 65% in 2011 to 65% in 2015 with some

variability between (see Figure 43). The data is shown in comparison to the average for Minnesota State 2-

year institutions.


Figure 43 Underrepresented Students: Second Fall Success Rate

Source Accountability Framework/Student Persistence and Completion Note: Retention is measured from the beginning of the semester; transfer, graduation and total success are measured from the end of the semester.

Table 33 shows retention, transfer, graduation, transfer-graduation and success rates for IHCC

underrepresented students in comparison to those rates for MN State 2-year colleges. Across five cohort

years, the IHCC cohorts have been comparable to the Minnesota State Colleges average.

Table 33 Underrepresented Students: Second Fall Persistence and Completion for First-time Students

Cohort Institution # Underrepresented in Cohort

Retained Transferred Graduated Transfer-Graduated

Success

2011 IHCC 544 47.6% 10.8% 6.8% 0.7% 65.3%

Minnesota State 2-year colleges

15,040 48.4% 8.9% 9.2% 0.9% 65.5%

2012 IHCC 464 48.9% 13.1% 6.9% 0.9% 68.5%


14,615 47.5% 9.3% 9.8% 0.5% 65.3%

2013 IHCC 473 47.5% 9.3% 6.6% 1.1% 63.0% Minnesota State 2-year colleges

13,675 47.3% 9.3% 10.6% 0.6% 65.6%

2014 IHCC 489 53.0% 11.9% 5.3% 0.6% 68.7%


12,787 49.3% 9.3% 10.6% 0.5% 67.4%


12,076 48.0% 9.5% 11.2% 0.5% 66.8%

Source: Accountability Framework: Persistence and completion, Underrepresented students

Note: Retention is measured from the beginning of the semester; transfer, graduation, transfer-graduation and success are measured at the end of the semester.

60%

65%

70%

2011 2012 2013 2014 2015

Cohort Year

IHCC Minnesota State Colleges


Students of Color

Another accountability measure is persistence and completion rates for students of color. The overall success

rate for students of color at IHCC has been similar to, or slightly higher than the success rate for Minnesota

State 2-year colleges as a whole until the FY15 fall cohort, which fell below. Figure 44 shows the IHCC and

Minnesota State success rates for the past five years for which data are available. Table 34 includes the

number of students of color in the last five entering cohorts and the percentages retained, transferred, or

graduated at the second fall semester for IHCC and for Minnesota State colleges.

Figure 44 Students of Color Success IHCC vs. Minnesota State

Source: Accountability Framework: Persistence and completion, Students of Color

Table 34 Students of Color IHCC vs. Minnesota State

Cohort Institution # SOC in Cohort

Retained Transferred Graduated Transfer-Graduated

Success


5,931 45.9% 10.1% 6.6% 0.7% 61.8%

2012 IHCC 207 46.9% 12.1% 5.3% 1.4% 65.7%


6,011 45.7% 10.8% 6.4% 0.3% 62.0%


5,897 45.4% 11.3% 7.2% 0.6% 63.0%


5,734 48.6% 9.9% 7.4% 0.5% 64.6%

2015 IHCC 274 42.7% 14.6% 5.5% 0.4% 61.3%


5,707 46.5% 11.2% 7.7% 0.5% 64.1%

Source: Accountability Framework: Persistence and completion, Students of Color

Note: Retention is measured from the beginning of the semester; transfer, graduation, transfer-graduation and success are measured from the end of the semester.

62%66% 65%

70%

61%62% 62% 63%65%

64%

50%

60%

70%

80%

2011 2012 2013 2014 2015

Cohort Year

IHCC SOC Minnesota State SOC


Figure 45 compares persistence and completion rates for students of color and white students at IHCC. For

the fall 2014 cohort, the gap between the combined persistence and completion rate for students of color

versus white students was less than 1%. Over the last several cohort years, the gap has varied with the most

recent year of available data showing a 14% difference.

Figure 45 IHCC Persistence and Completion: Students of Color vs. White Students

Source: Strategic Framework Performance Measures

Completion rates for IHCC students of color have been consistently lower than completion rates for white

students (see Figure 46). The difference in completion rates has ranged from 14% in 2010 to 8% in 2013. The

most recent year of available data, fall 2014, shows a 9% difference in completion rates between students of

color and white students at IHCC.

Figure 46 IHCC Completion: Students of Color vs. White Students

Source: Strategic Framework Performance Measures

Graduate Follow Up Survey IHCC graduates are surveyed within one year of graduation to determine their employment status. Figure 47 shows alumni responses for the past five years. Percentages have fluctuated over this time period with Continuing Education being the most common response followed by Employed and Related Employment. Table 35 gives values for each of the graduation years broken down by status.

62%

66% 65%

70%

61%

69%

72%

68%71%

75%


Students of Color White Students

37%

41%44% 44% 44%

51% 51%53%

52%53%


Students of Color White Students


Figure 47 Graduate Follow Up Survey

Source: System Office: Status of Graduates within One Year of Graduation report

Table 35 Graduate Follow Up Survey

Graduating Class Total Graduates Employed Related Employment Continuing Education

2011-2012 988 191 163 697

2012-2013 988 240 191 538

2013-2014 937 183 138 586

2014-2015 978 323 233 480

2015-2016 970 242 180 553

Source: System Office: Status of Graduates within One Year of Graduation report

Employer Survey In an effort to better understand the needs of those who employ recent Inver Hills Community College (IHCC)

graduates, the Office of Institutional Research conducted a survey among employers of recent IHCC

graduates. The survey sample included all 2015 IHCC graduates who indicated that they are employed in a

field related to their area of study at IHCC, they are not self- employed, and they supplied the name, city and

state of their employer on the graduate follow-up survey. Of the 14 employers who responded to the 2017

survey, 0% indicated that they would not consider hiring an IHCC graduate again. Eighty-eight percent said

they would consider hiring another IHCC graduate and 13% left this question blank (see Figure 48).

19%24%

20%

33%25%

16% 19%15%

24%19%

71%

54%63%

49%57%

2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

Graduating Class Academic Year

Employed Related Employment Continuing Education


Figure 48 Consider Hiring a IHCC Graduate Again

Source: 2017 IHCC Employer Survey Report

Student Engagement and Satisfaction

Community College Survey of Student Engagement The Community College Survey of Student Engagement (CCSSE) is a national survey that focuses on student

engagement (the amount of time and energy that students invest in meaningful educational practices).

Inver Hills first administered the CCSSE in spring 2009. Five key scales, or benchmarks, provide an overview of

the critical areas of student engagement: Active and Collaborative Learning, Student Effort, Academic

Challenge, Student–Faculty Interaction, and Support for Learners. Minnesota State Colleges are required to

administer the CCSSE at least every other year. IHCC’s benchmark scores below are in comparison to the

Minnesota State Colleges that participated that year (see Figure 49 and Figure 50). For the 2015 survey

administration, IHCC is performing better than the Minnesota State Colleges.

Figure 49 IHCC CCSSE Benchmark Areas

Source: CCSSE Institutional Report, 2011, 2013, and 2015. Each benchmark score is calculated by averaging the scores on survey

items that comprise the benchmark. All means are weighted by full-time and part-time status to compensate for oversampling of

full-time students.

13%

0%

88%

(blank) No Yes

Consider Hiring a IHCC Graduate Again

2017

42

44

46

48

50

52

54

56

58

Active andCollaborative

Learning

Student Effort Academic Challenge Student-FacultyInteraction

Support for Learners

Score

2009 IHCC 2011 IHCC 2013 IHCC 2015 IHCC 2017 IHCC


Figure 50 MN College CCSSE Benchmark Areas

Source: CCSSE Institutional Report, 2011, 2013, and 2015. Each benchmark score is calculated by averaging the scores on survey

items that comprise the benchmark. All means are weighted by full-time and part-time status to compensate for oversampling of

full-time students

Student Satisfaction Inventory The Student Satisfaction Inventory (SSI) is a national survey that asks students to rate the importance of and

their satisfaction with services provided by the school in several areas. The survey also includes three

summary items of overall satisfaction. IHCC first administered the SSI in 2010, and again in 2012 and 2016.

The comparison of the summary items between IHCC and national scores is shown in Figure 51. IHCC has

performed similarly to the national average in all years. Responses to How has your college experience met

your expectations? have been the most similar to national results. Responses to If you had it to do over,

would you enroll here again? have shown the most variation from national results.

Figure 51 Comparison of SSI Summary Items

44

46

48

50

52

54

56

Active andCollaborative Learning

Student Effort Academic Challenge Student-FacultyInteraction

Support for Learners

2009 MnSCU 2011 MnSCU 2013 MnSCU 2015 MnSCU 2017 MnSCU

1

2

3

4

5

6

7

So far, how has yourcollege experience met

your expectations?

Rate your overallsatisfaction with your

experience here thus far

All in all, if you had it todo over, would you enroll

here again?

Score

2010 IHCC

2010 National

2012 IHCC

2012 National

2016 IHCC

2016 National


Federal Reporting

IPEDS Graduation and Transfer-out Rates Graduation and transfer-out rates within three years (150% of normal time to graduate) are calculated based

on cohort groups for new first-time full-time degree- and certificate-seeking students who enter IHCC each

fall. Data is reported to the US Department of Education Integrated Postsecondary Education Data System

(IPEDS) each year, and is part of the Student-Right-to-Know information. Comparison data is provided for

similar institutions. See Figure 52 below for a breakdown of this data.

Figure 52 IPEDS Graduation and Transfer-out Rates by Fall Cohort using IPEDS Peer Group

Source: IPEDS Feedback Reports

College Scorecard College Scorecard data are compiled by and maintained by the U.S. Department of Education and are

provided through their website to help consumers make good decisions about higher education. These are

updated each fall. Figure 53 through Figure 58 show the most recent data.

18% 17%14% 16%

19% 17%21% 20% 19%

15%

33%29%

34%29%

26%31% 31%

27%32% 30%

IHCC Peers IHCC Peers IHCC Peers IHCC Peers IHCC Peers

2009 cohort(2013 Report)





Graduation Rate Transfer Rate


Figure 53 IHCC Characteristics

Figure 54 Average Annual Cost, Graduation Rate, and Salary After Attending


Figure 55 Average Annual Costs by Family Income

Figure 56 Financial Aid and Debt


Figure 57 Graduation and Retention

Figure 58 Earnings After School


Gainful Employment

These data are compiled by the U.S. Department of Education around career training programs offered by

colleges across the country. These data are also used to help students make more informed decisions about

college enrollment and to protect students from career training programs that lead to poor outcomes yet

receive taxpayer-funded federal student financial aid. Career programs at IHCC that have gainful employment

data (Ten or more graduates in the reporting year timeframe) can be viewed on the website at the program

level. An example can be seen by going to the Business program site and scrolling down the page to where

the gainful employment disclosure can be found (example pictured below)

Accreditation For an institution of higher learning to be eligible to dispense Title IV (financial) aid, they must be accredited

with a regional accreditation agency. For IHCC, that agency is the Higher Learning Commission. IHCC was

founded in 1970, with its most recent reaffirmation of accreditation in 2017. IHCC is on the AQIP Pathway,

one of three pathways institutions have for maintaining their accreditation.

https://www.inverhills.edu/DegreesAndPrograms/Business/

http://www.hlcommission.org/

http://www.hlcommission.org/Accreditation/aqip-overview.html?highlight=WyJhcWlwIiwiYXFpcCdzIl0=


Glossary Academic year (AY) – Starts with the fall semester and ends with the following summer semester.

Completion rate – Percent of an entering cohort of full-time undergraduate regular and transfer students

that has completed. Completion is measured as graduation or transfer by the end of the third spring after

entry at the colleges.

Continuing student – A continuing student has attempted credits at IHCC previous to the semester of focus.

Duplicated headcount – The sum of the enrollment each semester. If a student is enrolled during two

semesters, he or she is counted twice.

First generation –Refers to whether a student is the first generation in his or her family to attend college.

There are different definitions of first generation used by the Federal and Minnesota state governments.

First generation (Federal) –Neither parent has attained a bachelor’s degree. This is the definition used by

the federal government in funding many programs related to higher education; it is also the commonly

accepted definition for private foundations and other organizations focused on college access.

First generation (MN) –Neither parent received any postsecondary education. This definition was

established by the Minnesota Legislature and can be found in Laws of Minnesota 2003, Chapter 133, Article

1, Section 3, Subd. 3. This definition is commonly used by Minnesota State.

Fiscal year (FY) – Starts with the summer semester and ends with the following spring semester. It is named

for the calendar year in which the fiscal year ends. It begins July 1 and ends June 30th.

Full-time student – In fall and spring semesters, full time status is defined as registered for 12 or more

credits. In summer semester, full time status is defined as registered for six or more credits.

Full-year equivalent (FYE) – The number of full-year equivalent students. This is calculated by dividing total

student credit hours by 30.

Graduation rate – Number of students who have received a degree or certificate divided by total number of

students in cohort. Minnesota State measures the student’s status at the end of the semester. IPEDS

measures graduation as of August 31 three years after the fall entry date.

High school non-PSEO – The student is currently enrolled at both a high school and IHCC (or is

homeschooled) and is not part of the PSEO program.


Hybrid course – A hybrid course is a course that is web-enhanced with limited seat time. A significant

portion of the course is delivered via the web. Differs from internet/online courses in that the class does

have scheduled meetings beyond initial orientation sessions. Meeting time less than for traditional sections

of the course. Also known as a blended or web-enhanced course.

IPEDS – Integrated Postsecondary Education Data System – the primary source for data on colleges,

universities, and technical and vocational postsecondary institutions in the United States who participate in

the Federal Financial Aid Program. Part of NCES (National Center for Educational Statistics).

http://nces.ed.gov/ipeds/Home/AboutIPEDS

Low income – For data shown here, low income is defined as Pell eligible. However, there are other

definitions of low income that may be used for specific grants or other projects.

New student – A new student has not attempted credits at IHCC previous to the semester of focus. Students

who are new in the summer are also counted as new students in the fall cohort.

Online course – An online course is a course that is delivered entirely or predominantly online. Student

participation may include synchronous or asynchronous activities which only requires a cohort meeting at

the beginning or once during the course. Also known as an internet course.

Part-time student – In fall and spring semesters, part time status is defined as registered for less than 12

credits. In summer semester, part time status is defined as registered for less than six credits.

Pell eligible – The student is eligible to receive a Pell grant, a type of federal grant targeted toward students

from low income families. Pell eligibility is often used to indicate that the student is from a low-income

family.

PSEO student – A PSEO student is a high school junior or senior enrolled at IHCC through the Post-Secondary

Enrollment Options (PSEO) program. PSEO is a statewide program through which high achieving high school

students receive both high school and college credit for courses completed at colleges.

https://mnscu.edu/admissions/pseo/index.html

Retention rate – Number of students who registered for a semester divided by total number of students in

cohort. This refers to the student’s status at the beginning of the semester for the Minnesota State

Accountability Dashboard. http://www.mnscu.edu/board/accountability/index.html

Student persistence and completion (Minnesota State) – Number/percent of the entering cohort of full-

time undergraduate regular and transfer students that have been retained, graduated or transferred by the

second fall semester following original fall enrollment.


https://mnscu.edu/admissions/pseo/index.html

http://www.mnscu.edu/board/accountability/index.html


Success rate – The sum of the number of students in the entering cohort who have graduated, transferred,

or are retained at the college during the specified semester. On bar graphs, the difference between 100%

and the sum of the retained, graduated, and transferred percentages represents the students who were

neither retained, transferred, nor graduated. Retention is measured at the beginning of the semester;

transfer, graduation, and success are measured at the end of the semester.

Traditional course – A traditional course is course in which all instruction is face to face in a classroom

setting. The internet and/or the instructional management system (D2L) might be required for components

of the course (e.g. grades, assignments, homework).

Transfer rate – Number of students who enrolled at another post-secondary institution divided by total

number of students in cohort. The Minnesota State Accountability Dashboard measures the student’s status

at the beginning of the semester. IPEDS measures transfer as of August 31 three years after the fall entry

date.

Undergrad previous degree – Student has earned a previous post-secondary degree of any type.

Undergrad regular – First-time student, or a student who has not attended college previously.

Undergrad transfer – Student has previously completed coursework at other postsecondary institutions.

Undergrad unclassified – Non-degree-seeking student. Student can register for a maximum of 10 credits

each semester.

Underrepresented – A student is considered underrepresented if he or she fits into at least one of the

following categories: (1) student of color; (2) low income; or (3) first generation. Because there are two

definitions of first generation, there are two definitions of underrepresented. Underrepresented students

are reported on here using the Minnesota State definition of first generation. For data shown here, low

income is defined as Pell eligible. However, there are other definitions of low income that may be used for

specific grants or other projects.

Unduplicated headcount – A count of how many different individual students were enrolled at the college

over the course of the year. Each student is counted once.


Useful Links to Data Sources


The Minnesota State Accountability Dashboard site, which provides data on the measures currently being

tracked by Minnesota State for all Colleges and Universities. Also provides links to other dashboard tools

(Composite Financial Index, Enrollment, Facilities Condition Index, Licensure Exams Pass rate, Student

Persistence and Completion, and Tuition and fees. (Note: Some data requires a password, and some is

public.)


Integrated Postsecondary Education Data System. All institutions whose students receive Federal Financial

Aid are required to participate. There is a large amount of public information available on the site.

http://nces.ed.gov/collegenavigator/

College Navigator provides an easy way to find programs and other college data.

http://www.its.mnscu.edu/reportanddataservices/managementreports/academicreports.php

Management Reports from Minnesota State. Aggregated Information by institution or for System in the

categories of Academic, Admission, Custom Training, Distance Learning, Enrollment, Facilities, Finance, HR,

and Students.

Strategic Framework Performance Metrics: Measures and Definitions

Strategic Framework Performance Measures report including definitions of terms used by the Minnesota

State system in measuring student outcomes.

https://www.inverhills.edu/Administration/InstitutionalResearch/index.aspx

Inver Hills Community College Institutional Research provides links to additional data sources. For faculty

and staff additional data is also available on the Invernet Institutional Research, Program Prioritization, and

Program Review pages.



http://nces.ed.gov/collegenavigator/

http://www.its.mnscu.edu/reportanddataservices/managementreports/academicreports.php

https://www.inverhills.edu/Administration/pdfs/IHCC-SFP-Metrics-2016.pdf

https://www.inverhills.edu/Administration/InstitutionalResearch/index.aspx

fact book 2017 - inver hills community college · 2018-03-22 · ihcc 2017 fact book page ii...

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