This report provides answers to questions concerning enrollment data in any quarter since AY2008-09 and provides trends over that time. Prior to their integration into Power BI, enrolled student term census data were primarily used as the basis for Institutional Research official reporting, including the Fall Fact Files. These data are the official 10th day census depiction of each term’s enrollment, registration, and credits generated by students. Combined with school/program/major/minor/specialization as well as demographic information, these data provide an overview of how enrollment and registration patterns change over time and across different student populations.
This report also facilitates examination of new student trends (including distinctions between freshman- vs. transfer-entering new undergraduates) at any academic level, as well as credit generation activities of students by major vs. by the department offering courses (for service departments).
The next version of this report will include ARU’s (academic reporting units) that facilitate harmonization of program movement between departments and colleges over the last eleven academic years.
This report contains data aligned with that requested in the program review guidelines document, and addresses the questions such as: 1) Demand for program: this report presents a 7-year trend of enrollment data for the program of interest as well as a comparative trend for the department the program is in, and the school the department is in; 2) Student admissions – a longitudinal trend of applications, admit numbers and rates, yields, and final enrollments. Similarly to the item above, the data are represented with comparison to the department and school where the program of interest is currently housed; 3) Retention and graduation as well as completions (number of degrees produced by academic year); 4) Program size and productivity, including credit generation for students majoring in a program and students who aren’t majors taking courses in the program (particularly of use to outward-facing departments which may not have a large number of majors, but who serve many students as part of core curriculum), and 5) Program faculty. Based on the feedback InformSU IR has received upon the initial release of the report, we have made changes, and will be releasing a new version of this report soon.
These reports contain detailed information by year and month of GL activities and by object group.
This report presents information for four upcoming terms for undergraduate and graduate students. This report facilitates the following examination of admissions data: 1) a YTD (year-to-date) comparison of counts of applicants of interest at every funnel stage, from inquiry to registration. This information is presented at a flexible detail level, meaning, the report user can look at funnel counts and comparisons regardless of school/college into which the student is applying, as well as get down to the school/college level, department level, and program level. The YTD comparisons and final numbers are presented for a three-year history. For instance, if the user is interested in looking at FTIC students (first time in college freshmen) applying for the fall term, they would be presented with current data on inquiries, apps, completed apps, waitlists, melt if any, among other funnel stages for the upcoming fall, as well as last year, two years ago, and three years ago YTD comparisons for all of those funnel stages. If the user is interested in looking at these data by school/college, they are able to easily access this next detailed level, and produce comparison numbers by school (or department or program) for the last three years.
This report also allows an even more deep dive into applicant subpopulation by funnel stage and school/college/department or program by allowing users to select demographic, geographic, socioeconomic or academic characteristics into which students fall (including intersections of these characteristics) and look at the funnel stage numbers of these student subpopulations. For instance, if a user of the report is interested in first-generation-in-college students from Washington state who have a certain GPA range, the user can select slicer values that allow them to identify this subpopulation and look at the app/admit/deposit numbers (as well as other funnel stages) currently as well as comparing the representation of this population with previous years.
Information about feeder schools is also presented.
Finally, financial aid information is presented by funnel stage (for admitted, deposited, and registered students). Current report development includes the ability for users to select demographic, academic and other characteristics aimed at understanding differential financial aid profiles of subpopulations of admits/deposited/registered students.
This report contains registration information about all currently active students for all currently open-for-registration terms (this is the period of time between advanced registration opening and the add/drop deadline during the term). The aim of this report is to facilitate outreach aimed at improving retention outcomes for all students. It does so by providing listings of students by registration status (not registered or under-registered) as well as information on student restrictions, graduation applications and SLOA status. This report facilitates targeted outreach to students by allowing the user to narrow their attention to by academic level, school, department, and class of students by registration status. In addition to the characteristics described above, the report provides information on students’ past registration activity, credit attainment, cumulative GPA as well as demographic and socioeconomic student characteristics.
This report identifies courses where a larger than average proportion of students receive incomplete grades, withdraw, or receive D or F grades. The development of this report was inspired by research on roadblocks to retention, and the notion that identifying gateway courses that present challenges to students may allow for early interventions that result in lower attrition rates. This report facilitates the identification of these courses by providing historical DFWI percentages by course, as well as other course-based information, including total class size, the total count of D/F/W/I grades, and the proportion of each of those grades separately. This report also allows the user to narrow in on particular schools or departments, classes larger than 10 in size, course level (if, for instance, only lower division courses are of interest vs. upper division courses), and instructional method group (for instance, class instruction, lab, or practicum/field experience).
This report allows the user to assess differential rates of 1st to 2nd year retention and 4- and 6-year graduation for FTIC (first time in college-entering) students, as well 1st to 2nd year retention and 2- and 4-year graduation for TR (transfer-entering) students. This report presents information for formally defined FTFT (first time full time) freshmen entering directly out of high school, whose 1st to 2nd retention rates and 6 year graduation rates are reported to the Department of Education (IPEDS) and are used for rankings calculations by such entities as US News. This report also allows a comparison of retention and graduation rates between different demographic, academic and socioeconomic groups. For instance, if a consumer of this report was interested in how first generation in college students fare in their retention for the last 10+ years, the 1st to 2nd year retention rate is presented along with the population average in order to identify positive or negative divergences from this average. For transfers, retention and graduation rates are presented for fall/winter/spring entering transfers with or without degrees. All of these characteristics are available as slicers, which means the consumer of this report will be able to compare, if desired, retention and graduation outcomes for all of the above groups.
We are in constant conversation with campus partners and prototyping solutions in the face of rapidly changing conditions related with COVID-19 measures. Please reach out to INFORMSU@SEATTLEU.EDU with any data or reporting needs that arise due to these precipitous changes.