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Flagship 2030 Task Force on Enrollment - Subgroups

The subgroup structure was developed by Fred Pampel, Lou McClelland, and Deb Coffin on 3-6-08.  Subgroup membership is indicated on the roster.  

All subgroups will be focusing on implementation of Plan 2030, and all will use the assumptions on enrollment stated in Plan 2030 and implemented in the associated year-by-year enrollment estimates.   The assumptions:

  • Increase total degree-seeking enrollment by roughly 6,500, from 29,000 to 35,500, from fall 2006 to 2030.  This is about the same increase in headcount seen over the prior 25 years.  
  • Increase graduate level enrollment (graduate school, law, and MBA) from about 15% to about 20% of the degree-seeking total.  Couple with the increase in total enrollment, this would mean increasing gradate-level enrollment to over 7,000, an increase of over 50% from fall 2007.
  • Maintain out of state enrollment at one-third of total, the maximum allowable under statute, if the per-student funding from tuition and state support remains markedly lower for in-state than out-of-state students
  • Achieve the enrollment goals by about 2020, with stable enrollment thereafter.  This assumption is not stated in Plan 2030, but was used in developing financial scenarios for it.

Subgroups

Graduate enrollment - Fred Pampel, chair.  Focus on opportunities for and obstacles to growth in graduate enrollment.  Formal link to Plan 2030 graduate task force.

Undergraduate enrollment - Lou McClelland, chair.    With a modest 15-20% increase in undergraduates to 2030, the focus will be on management of processes and policies for recruiting new students, for allocating undergraduate enrollments across colleges, and for considering opportunities for and obstacles to improved undergraduate retention and graduation rates.   Formal links to the Plan 2030 undergraduate education task force, and to the ongoing campus "enrollment prediction" group also chaired by McClelland. 

Year-round learning - Deb Coffin, chair.  Consider opportunities for and obstacles to displacing fall semester on-campus activity, particularly coursework, in space and/or time; recommend which apparent opportunities are worth pursuing further.  Examples of displacement include increased summer activity on campus, and off-campus terms such as study abroad, internships, and service semesters.    Formal link to Plan 2030 facilities task force. 

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Last revision 02/13/12


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