Admission Office

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Student Recruitment and Orientation Outcomes:

1) Prospective Student Outcomes

• Develop a connection to Weber State University.
• Develop an understanding of procedures, processes, and policies necessary for successful admission, enrollment, and persistence to graduation.

2) Campus Community Outcomes

• Develop an understanding of prospective student demographics and possible recruitment opportunities.
• Recognize the Student Recruitment and Orientation Office as a support base for other campus department activities.

3) Admissions Ambassador Outcomes

• Develop customer service and presentation skills.
• Develop a connection to WSU.

4) Staff Outcomes

• Develop and evaluate outcome based activities.
• Develop communication, presentation, counseling and teaching skills.
• Develop supervisory and budget management skills.
• Develop a professional network.

Prospective students, campus community members, student ambassadors, and professionals who interact with the Office of Student Recruitment and Orientation will learn, develop, and grow in the following identified desirable outcomes through the noted office activities:

1) Prospective Student Outcomes

• Develop a connection to Weber State University.
• Develop an understanding of procedures, processes, and policies necessary for successful admission, enrollment, and persistence to graduation.

2) Campus Community Outcomes

• Develop an understanding of prospective student demographics and possible recruitment opportunities.
• Recognize the Student Recruitment and Orientation Office as a support base for other campus department activities.

3) Admissions Ambassador Outcomes

• Develop customer service and presentation skills.
• Develop a connection to WSU.

4) Staff Outcomes

• Develop and evaluate outcome based activities.
• Develop communication presentation counseling and teaching skills.
• Develop supervisory and budget management skills.
• Develop a professional network.

September 28, 2004

Office of the Director of Admissions

Admissions personnel facilitate the enrollment of new freshmen, transfer, returning and international students. Additional services provided include residency, transfer evaluations, student recruitment and new student orientation.

Contact Information:
Scott Teichert
Weber State University
1137 University Circle
Ogden, UT 84408-1137
Student Services Center, Rm 201
(801) 626-6005

Prospective students, campus community members, student ambassadors, and professionals who interact with the Office of Student Recruitment and Orientation will learn, develop, and grow in the following identified desirable outcomes through the noted office activities:

1) Prospective Student Outcomes

• Develop a connection to Weber State University.
• Develop an understanding of procedures, processes, and policies necessary for successful admission, enrollment, and persistence to graduation.

2) Campus Community Outcomes

• Develop an understanding of prospective student demographics and possible recruitment opportunities.
• Recognize the Student Recruitment and Orientation Office as a support base for other campus department activities.

3) Admissions Ambassador Outcomes

• Develop customer service and presentation skills.
• Develop a connection to WSU.

4) Staff Outcomes

• Develop and evaluate outcome based activities.
• Develop communication, presentation, counseling and teaching skills.
• Develop supervisory and budget management skills.
• Develop a professional network.

Successful Outcome completion will be assessed through the following evaluation tools within the Student Recruitment and Orientation Office:

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• 2018-2020
   
• 2016-2017

  Weber State University Mission Statement:

  • Weber State University (WSU) offers associate, baccalaureate and master degree programs in a broad variety of liberal arts, sciences, technical and professional fields.  The university provides excellent educational experiences for students through extensive personal contact among faculty, staff and students in and out of the classroom.  To accomplish its mission, the university, in partnership with the broader community, engages in research, artistic expression, public service, economic development, and community-based learning experiences in an environment that encourages freedom of expression while valuing diversity.

   

  Enrollment Services Mission Statement:

  • The mission of WSU Enrollment Services is to help individuals achieve their educational dreams.

   

  The Office of Admissions Mission:

  • It all starts here.  The Office of Admissions encourages future students to reach their educational dreams by providing exceptional service and personal support through the discovery, application, acceptance, transfer, orientation and the initial enrollment processes.

   

  Administrative Outcomes:

  • Administrative Outcome: Increase the number of out-of-state new freshmen prospects, inquiries and applicants by offering ‘micro-scholarships’ through Raise.me.
  • Raise.me is a social enterprise and scholarship platform working in partnership with the national Reach Higher Initiative and over 210 colleges to expand access to higher education by improving the way students prepare for college- both financially and academically.  Rather than waiting until the end of high school to award scholarship aid, which is often too late to impact a student’s college ambitions or choices, Raise.me enables students to earn grant aid throughout high school, starting as early as 9^thgrade, for doing all the things that best prepare them to succeed, whether that’s getting good grades, volunteering in the community or joining an extracurricular activity.
  • The company approached the Office of Admissions in the spring of 2016 with a proposal and Weber State agreed to invest energies into the program beginning August 2016.
  • Working with the Office of Financial Aid & Scholarships the Office of Admissions developed and advertised ‘micro-scholarships’ and created a marketing presence on the web platform including a dedicated communications plan. The amount prospective students on the site can earn on Raise.me represents a guaranteed minimum amount of aid those same students would receive if they applied and enrolled at WSU.
  • Note: Because this was the first year the Office of Admissions engaged with Raise.me as a strategy for recruitment; all assessments were developed to provide a baseline for future involvement considerations.

   

  1) Assessment 1a: Build a solid pool of ‘followers’ to supplement the recruitment prospect funnel across multiple graduation classes- particularly in Arizona, Nevada and California. 

  • Summary of Assessment 1a: Working with Amanda Flores, Raise.me Account Coordinator, Lyndsay Carter in the Office of Admissions worked hard to develop Weber State’s presence on Raise.me and coordinate communication to those that exhibited interest in Weber State. 
  • As of July 27, 2017 nearly 13,626 students chose to ‘follow’ Weber State University on Raise.me.  These followers are spread across four graduation classes including: 2017, 2018, 2019 and 2020.
  • Actual ‘followers’ across California, Arizona and Nevada represent 47% of the total followers on Raise.me with 4,503 from California, 1,514 from Arizona and 260 from Nevada.
  • The Office of Admissions has developed a methodology to import all Raise.me followers into the CRM and Recruitment Funnel and followers are given a unique source code to reflect they entered the funnel from Raise.me.  The office believes the prospective students names received from Raise.me represent unique names that historically the office was not able to get.

  Followers According To State/Territory

  Alaska	44	Lousiana	41	Ohio	243
  Alabama	70	Massachusetts	59	Oklahoma	35
  Arkansas	29	Maryland	133	Oregon	320
  Arizona	1,771	Maine	24	Pennsylvania	443
  California	5,562	Michigan	135	Rhode Island	12
  Colorado	581	Minnesota	191	South Carolina	61
  Connecticut	41	Missouri	85	South Dakota	26
  Delaware	51	Mississippi	22	Tennessee	89
  Florida	1,197	Montana	219	Texas	1,540
  Georgia	90	North Carolina	180	Utah (not eligible for Raise.me)	570
  Hawaii	99	North Dakota	4	Virginia	88
  Iowa	237	Nebraska	32	Vermont	12
  Idaho	348	New Hampshire	10	Washington	302
  Illinois	253	New Jersey	366	Wisconsin	65
  Indiana	196	New Mexico	159	West Virginia	12
  Kansas	83	Nevada	330	Wyoming	163
  Kentucky	26	New York	246

  Other: 

  APO	4	D.C.	15	Germany	13
  Guam	17	Puerto Rico	3	Virgin Islands	4
  		Total: 16,953

  • Assessment 1a: Convert ‘followers’ to actual applicants through Raise.me.
  • Summary of Assessment 2a: As followers were added to the communication plan and specific recruitment strategies the Office of Admissions worked to convert ‘followers’ to admission applicants. 

  Students Who Have Applied:

  

  As of July 27, 2017:

  • 21 students were admitted from 3,400 ‘followers’ from the Class of 2017
  • 52 students have been admitted from the 8,469 ‘followers’ in the Class of 2018
  • 81 students have been admitted from the 13,150 ‘followers’ in the Class of 2019
  • 105 students have been admitted from the 16,937 ‘followers’ in the Class of 2020

   

  2) Assessment 3a: Award scholarships and enroll new out-of-state students through Raise.me

  • Summary of Assessment 3: Ultimately the goal of participation with Raise.me has been to actually enroll out-of-state students.
  • As of July 27, 2017 seven students are registered for fall semester.  The registered students from Raise.me have an average high school GPA of 3.6 and have earned an average of $7,535 dollars in scholarship awards.
  • Each of the seven students registered are considered to be Raise.me ‘first source’ students, meaning that Weber State University probably wouldn’t have enrolled the students had it not been for Raise.me.

   

  Administrative Summary:

  • Raise.me represents a limited investment for a supplemental strategy that has proven to drive moderate enrollment.  The Office of Admissions believes this strategy has merit and will continue to invest in the tool.
  • Specifically for the 2018 assessment cycle, the Office of Admissions intends to be more aggressive in engaging with out-of-state students using Raise.me beyond the 2017 focus of California, Arizona and Nevada.   The recruitment team has already identified opportunities to promote the university’s Raise.me presence at scheduled college fairs, high school visits and through the institutional website.
  • As a team Raise.me and the Office of Admissions are developing a deeper awareness of priority out of state high schools and talking points and flyers are being created to highlight the micro-scholarships to better engage with high school counselors in those schools.
  • Of equal importance, the Office of Admissions is implementing a new CRM system to grade and qualify Raise.me ‘followers’ so that they might better focus on students in the platform that are more likely to apply.
  • Using this assessment report as a baseline, the Office of Admissions will continue to assess the merits of involvement with Raise.me as a recruitment partner.
• 2015-2016

  Weber State University Mission Statement:

  • Weber State University (WSU) offers associate, baccalaureate and master degree programs in a broad variety of liberal arts, sciences, technical and professional fields.  The university provides excellent educational experiences for students through extensive personal contact among faculty, staff and students in and out of the classroom.  To accomplish its mission, the university, in partnership with the broader community, engages in research, artistic expression, public service, economic development, and community-based learning experiences in an environment that encourages freedom of expression while valuing diversity.

   

  Enrollment Services Mission Statement:

  • The mission of WSU Enrollment Services is to help individuals achieve their educational dreams.

   

  The Office of Admissions Mission:

  • It all starts here.  The Office of Admissions encourages future students to reach their educational dreams by providing exceptional service and personal support through the discovery, application, acceptance, transfer, orientation and the initial enrollment processes.

   

  Administrative Outcomes:

  • Increase the number of Concurrent Enrollment (CE) students who enroll as freshman students following their high school graduation.
  • In the 2015 Fall Semester; 5,747 concurrent enrollment students were admitted by the university and 5,056 (88%) enrolled in the CE program.  In the 2016 Spring Semester; an additional 1,100 concurrent enrollment students were admitted by the university 956 (87%) enrolled in the CE program.  (See charts below)

  

  • For the past four years we can see that concurrent makes up 36-41% of the admitted students, and then of those admits who enroll, concurrent makes up anywhere from 47-54%. (See chart below)

  

  • “The past two years concurrent enrollment had a 42% retention rate. This includes students who either enrolled in concurrent enrollment again -or- enrolled as a new freshman.”
  • “For the students who admitted for concurrent enrollment academic year 2015, 35% of applied to Weber State University and 14% enrolled.”   

  Rachel Ruiz July 15, 2016

  1) Assessment 1a: Make contact with each Senior concurrent enrollment student to provide status switch information and assistance.

  • Summary of Assessment 1: Admissions Advisors coordinated with the Ambassador team to meet the needs of each individual feeder school.  A professional and one or more Ambassadors attended the status switch day(s) or week assigned.  The Admissions team assisted the high school counselors in helping high school students make the switch and complete the scholarship application.  For non CE students, the team helped complete the WSU Admission Application. In the past year, we had 2,002 high school seniors (Graduating class of 2016) complete the status switch.

  

  2) Assessment 1b: Provide scholarship application information and assistance to high school students.

  • Due to the need of scholarship assistance for students who fall just below the higher academic scholarship requirements, the CE Edge Scholarship is available to students enrolled in WSU CE. Students who met the CE Edge Scholarship requirements and were not offered a higher valued academic scholarship, were offered an $1800 Scholarship to be used for tuition at WSU.  In 2016, WSU paid out $300,138 in the CE EDGE Scholarship (as of July 11, 2016-the number will grow by Fall Semester start).

  

  3) Assessment 2a: Provide Concurrent Enrollment (CE) Advising to 10 Feeder Schools

  • Summary of Assessment 2a: The Admissions Office at WSU recognized the need for advising assistance to CE students.  This effort provides a student-university connection and helps students take the courses best for their individual circumstance.   During the 2015-16 academic year, we provided CE Advising appointments to 10 of our top feeder schools.  An additional benefit to this program is the strong connection the recruiters foster with the High School Counselors.

  

  CE Advisors used the following methods to setup CE Advising Appointments:

  • Educate counselors about the CE Advising role and encourage them to refer students to their assigned advisor.
  • Provide a sign-up sheet in the counseling center for advising sessions and ask secretaries to include information in daily announcements.  
  • Discuss with counselors the option of having open office hours for advising at assigned schools.
  • Talk to all CE classes and pass around sign-up sheet with specific appointment slots
  • Block off a certain day of the week for them to sign up for
  • Prioritize the list from scholarship office, call in to discuss scholarships they qualify for
  • Make a video announcement to sign up for appointments
  • Some schools (like Roy) have a special Enrichment Period when you can set up group advising or presentations to solicit more personal appointments.
  • In  CE Teachers Annual Training, announce successes of CE advising in our schools

   

  CE Advising Sessions included the following:

  • Promote Weber State scholarships (CE Edge, Dream Weber, Academic, etc.)
  • Using CatTracks and Advising Sheets/publications to show Degree progress to students
  • Provide a personal contact (Advisor and/or Ambassador assigned to school)
  • Send follow-up email with reminders after CE Advising Appointment
  • Build relationships with high school counselors and CTE Coordinators
  • Refer student to specific college advisor as needed

   

  4) Assessment 2b: Document CE Advising Sessions

  Summary of Assessment 2b: CE Advisors were trained to document appointments for the purposes of data tracking, accuracy, and student follow-up.  Sessions were tracked in Box and a note was left in the students portal in CatTracks.

  5) Assessment 3: Provide Campus Experiences to High School Juniors and Seniors

  • Promote Wildcat Welcome
  • Promote Football and Basketball Tailgate Parties
  • Promote campus visit experience
  • Promote campus tours
  • Promote other university events, conferences, and workshops.
  • Summary of Assessment 3a: Wildcat Welcome was promoted in our presentation and handouts for the Post High School Tour.  Each of our feeder schools had a visit from our Ambassador team with an activity to promote the event.  The Admissions Advisors contacted the counselors from each school and made arrangements to help with busing students to the event (this motivated counselors to advertise and provide sign-ups). 
  • Summary of Assessment 3b: The Tailgate Parties were promoted on the Post High School tour.  Our Ambassadors made visits to promote the event at each of our feeder schools.  Flyers were sent out to high school seniors.
  • Summary of Assessment 3c: The campus experience for the year was high school volleyball game and free pizza night located at our campus housing.  The Ambassadors visited their assigned high schools and formed teams to represent the school. 
  • Summary of Assessment 3d: Campus Tours were promoted heavily during the Post High School Tour in our presentation and handouts.  We brought the counselors from 7 of our feeder schools on campus for in depth tours to get them excited about sending their students for tours; we plan to increase this for next year. Additionally, campus tours were provided during all of our orientations and the WildCat Welcome.
  • Summary of Assessment 3e: Other events, conferences, and workshops were promoted to students in CE Advising appointments, with emails and flyers, and with Ambassador visits to the high schools.
• 2014-2015

  Weber State University Mission Statement:

  • Weber State University (WSU) offers associate, baccalaureate and master degree programs in a broad variety of liberal arts, sciences, technical and professional fields.  The university provides excellent educational experiences for students through extensive personal contact among faculty, staff and students in and out of the classroom.  To accomplish its mission, the university, in partnership with the broader community, engages in research, artistic expression, public service, economic development, and community-based learning experiences in an environment that encourages freedom of expression while valuing diversity.

   

  Enrollment Services Mission Statement:

  • The mission of WSU Enrollment Services is to help individuals achieve their educational dreams.

   

  The Office of Admissions Mission:

  • It all starts here. The Office of Admissions encourages future students to reach their educational dreams by providing exceptional service and personal support through the discovery, application, acceptance, transfer, orientation and the initial enrollment processes.

   

  Administrative Outcomes:

  1) Outcome 1, ‘Status Switch’ Push: High school students who participate in WSU’s Concurrent Enrollment program have historically encountered confusion in understanding the steps necessary to switch to a degree-seeking student at Weber State.  To mitigate this confusion the Office of Admission created an app in the eWeber portal and Admissions Ambassadors engaged in a deliberate effort to increase the number of students completing the ‘status switch’.

  • Because Weber State has a generous readmission policy concurrent enrollment participants do not have to formally reapply to the university, but the institution still needs further information about the student so that the student can be switched to a degree-seeking status. In the past, a survey was created and loosely disseminated to students that captured the information required; however, in 2015 a rebranded process and new app was created in the eWeber portal (the “Status Switch”) and Admissions Ambassadors engaged in a deliberate effort to increase the number of students completing the switch to a degree-seeking student.
  • Assessment 1a:  The Office of Admissions will report a 25% increase in the number of students who complete the steps necessary to be considered for degree-seeking status by the January 19^th scholarship deadline.
  • Summary of Data 1a: According to an Argos Report, 1258 concurrent enrollment students completed the steps necessary to switch from non-degree seeking to degree seeking between September 2, 2013 and January 20^th, 2014.  In contrast, 1,639 students completed either the ‘status switch’ or the concurrent enrollment survey between September 1, 2014 and January 19^th, 2015. The net increase of 381 students who completed the steps represents a 30% percentage increase from the previous year.
  • Outcome Summary:  An increase of 381 students completing the steps necessary to be considered for degree seeking status by the scholarship deadline is significant because it represents a higher population of students eligible for scholarship consideration.  (One additional assessment exercise might be to compare the scholarship pools between the two years.) Certainly a 30% increase in the number of students completing the ‘status switch’ is reflective of the efforts made by the Admissions Ambassadors and Concurrent Enrollment Advising staff.
  • The Office of Admissions will continue to promote the ‘status switch’; furthermore, because the ‘Status Switch’ itself is now a Service Now application further analytics can be facilitated in the future to assess the actual number of students by college and major who complete the application.

   

  2) Outcome 2, Davis High School Concurrent Enrollment Advising Event: In the summer of 2014, the Office of Admissions partnered with the Office of Concurrent Enrollment under a joint Memo of Understanding (MOU) to provide general education academic advising for students participating in the WSU Concurrent Enrollment Program.

  On June 23, 2015 the Admissions/Concurrent Advisors team in partnership with Davis High School hosted a piloted Academic Advising Event at Davis High School.  The goal of the event was to provide an individual academic advising session with Davis High School juniors and seniors participating in WSU Concurrent Enrollment. During the academic advising appointment topics covered included:

  • CatTracks familiarization
  • Basic General Education requirements
  • How to switch to a degree-seeking student at Weber State
  • Overview of the Concurrent Enrollment Edge Scholarship
  • Answer any questions about Weber State or Concurrent Enrollment
  • Assessment 2a:  At least 40 students will take advantage of the opportunity to meet with a Concurrent Enrollment Advisor and attend an academic advising appointment.
  • Summary of Data 2a: Because this was a pilot program modest participation rates were expected.  The Concurrent Enrollment Advisors were actually able to advise 73 students at Davis High School at the event which represents an increase of 82% in the number of students expected or a net increase of 33 students.
  • As a result of the event and other efforts Davis High School 110 students completed the ‘status switch’ in 2015 making the school the 4^th most productive group to complete the switch, historically Davis High School was not in the top ten schools completing the switch.
  • Outcome Summary: The Davis High School Concurrent Enrollment Advising Event pilot had more positive unintended consequences than simply an increase in the number of expected participants.  Qualitatively, the relationship between Davis High School Administration and Weber State was strengthen with Davis H.S. staff commenting on their appreciation of the program.
  • Students who participated in the advising appointments were able to learn more about the Concurrent Enrollment Edge Scholarship and courses offered in their high school that would lead them towards completion of their general education at Weber State.
  • Further assessment outside of this report will focus on whether the advisement appointments translate into an increase in market share at Davis High School and an increase in enrollment at Weber State.
  • Due to the success of the pilot event, the Office of Admissions will work to schedule similar events during the spring in all feeder high schools in Davis, Weber and Morgan counties.
  • Outcome 3, Comprehensive Wildcat Welcome Assessment: Each year the Office of Admissions along with Financial Aid and the Student Success Center hosts a signature hosting event for prospective students entitled Wildcat Welcome.  A significant assessment project was conducted in 2015 to assess multiple aspects of the event and an executive summary of that assessment project follows. (Formatting of that project does not follow the existing annual assessment report because of the comprehensive nature of the Wildcat Welcome Assessment project). 

   

  Wildcat Welcome Assessment Executive Summary:

  Introduction

  • Wildcat Welcome 2015 was held on February 4^th.  This event marked the second year of collecting data about attendees upon arrival.   Check-in tables captured students as they arrived while scholarship tables captured which students picked up scholarship letters.  This process will allow us to create a baseline for the number of students attending and to analyze the demographics of these students.  The following data summarizes students who attended the 2014 event as well as 2015.

   

  Contents

  • Review of 2014 Attendees
  • 2015 Data
  • Attendance Overview
  • Attendance by School District/High School
  • Including scholarships offered per high school
  • Major Fest Data
  • Information Session Data
  • Scholarships Accepted
  • Conclusion – Programming for 2016
  • Appendix A - E
  • Review of 2014 Attendees

   

  The following information identifies who attended Wildcat Welcome in 2014 and summarizes the enrollment yield rates overall and by scholarship ability band.

  Wildcat Welcome/Major Fest Yield Report for 2014

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  Conclusion - Programming for 2016

  • Wildcat Welcome for 2016 is currently scheduled to be held on Wednesday, February 10, 2016.  After our review, the committee recommends the following:
  • Offering a workshop on how to fill out the FAFSA, possibly utilizing YouTube videos and/or FAFSA4caster.
  • Poster directly outside the Major Fest exit with arrows pointing to the different information sessions – what to do next
  • Explore possibility of app to accept scholarship
  • Explore asking students to RSVP or use EventBrite to streamline check-in process
  • Appendix A – Feedback

   

  Marketing:

  • Consider using long poster (12 x 36) again
  • Continue reminder phone calls from Ambassadors
  • Look @ bookmark publications or Save the Date in acceptance packets

  Continue passports for both sessions but don’t print agenda on back of side to collect stamps.  Include additional info such as What’s Next, Orientation, consider including a spot for a photo or polaroid

  Information Sessions:

  • Consider 15 minute presentations (to allow students to attend more) except How to Pay for College
  • Consider open-house style format for WSUSA/SIL instead of formal presentation

   

  Opening Session:

  • Consider separate check-in locations for high school buses vs guests who come alone
  • Receiving check-in lists from high schools was chaotic – didn’t include necessary info
  • Could include a video of the opening on the website so visitors know what to expect

   

  Assessment:

  • Look at webpage views for Wildcat Welcome site

   

  Assignments:

  • Need 1 more assigned near Wildcard Office to direct traffic
  • Need more than 3 Ambassadors to help in computer lab accepting scholarships (could we include handouts of what to do?)

   

  Misc:

  • Consider moving scholarship tables to south end of ballrooms
  • Work with Sheldon Cheshire to advertise Activity Fair – include more services/C&O’s – No outside vendors
  • Make sure everyone in Major Fest knows Andy is available to answer questions rather than sending students back to the Admissions Office
  • Check to see if it’s late start for any high schools
  • What if we consider paying for buses in evening rather than day
  • Area in front of BC was congested for our WSU shuttle and high school buses.  Students were arriving on regular WSU shuttle and entering Union on 3rd floor.  Consider different drop-off locations for high schools.
  • Can we give out bracelets to help identify prospective students and find those who need to check in?
  • Permission slips for riding high school buses with necessary info for check-in
  • Consider an app for students to check themselves in (EventBrite w/ QR code).  Or ask high school counselors/chaperones to check students in before they arrive (via app on bus).
  • Consider college-specific tours for evening.   Find a way to advertise to more students.  Consider moving to another location to group students into correct college (too much noise/traffic in mezzanine)
  • Advertise in UB on TV screens (Up Next: College Tours or Info Sessions)

  

  

  Appendix E – Survey Summaries:

  Wildcat Welcome Follow-up Survey Summary

  • This survey was emailed to student attendees following the event and 78 students responded.
  • 68% of students attended AM session
  • 32% of students attended PM session

   

  Campus Tour

  • 94% of students stated we their campus tour experience met their expectations
  • Students most frequently mentioned friendly and informative tour guides as the reason for meeting expectations on the campus tour.

   

  Activity Fair/Major Fest

  • 63% of students visited more than 3 tables during the Activity Fair. 
  • 54% of students visited more than 3 tables at Major Fest
  • Students mentioned the SIL/Emerging Leaders and Campus Recreation table as the two most informative tables in the Activity Fair.  Students mentioned the pre-med, College of Science, and Radiological Sciences tables as most informative Major Fest participants.  Responses also indicate there could be confusion between Major Fest and the Activity Fair.

   

  Opening Session

  • 92% of students agree the information provided in the opening session helped them to know what to expect during Wildcat Welcome
  • 89% of students agree the opening session made them excited to attend Wildcat Welcome

   

  General Comments:

  • “I really thought the booths were a good idea to get high school students involved! I liked the fun games we got to play and the fact that we could get free stuff. Free things are always nice!”
  • “I felt like it was a great experience that really helped me learn more about what college will be like. It was very convenient to be able to get a scholarship while I was there and learn how to accept it. The whole experience was great!”
  • “I was confused about what to do after I had visited the tables at the Major fest, whether it was to follow a tour around again or to wander free. I felt like a little more information was needed in that aspect. Other than that, it was very fun!”
  • “I was surprised by the number of majors there were. They had so much going on that tended to every student there.”
  • “Wish I had more time to explore and ask questions.”

  
  Wildcat Welcome Community Partner Survey Summary:

  • This survey was emailed to high school counselors and CTE coordinators following the event with 7 respondents.
  • 57% of respondents attended Wildcat Welcome.
  • 43% of respondents did not attend Wildcat Welcome.
  • Reasons for not attending included busy schedule/conflicting job responsibilities, or other 
  • staff members already attending.
  • No respondents attended any information sessions.
  • 100% of respondents attended both the Opening Session and Major Fest.
  • 100% of respondents stated Wildcat Welcome met their expectations.
  • 100% of respondents agree that Wildcat Welcome is beneficial for their students.
  • 66% of respondents agree that Wildcat Welcome is beneficial for themselves as an educator.

   

  General Comments:

  • “Lots of good info for kids, variety/flexibility for kids to learn about what they needed/wanted to know. Waiting for the opening session was too long considering we were only there 2 hours.”
  • “Calendar the event as early as possible with the high schools. Work with counseling and CE site rep Great idea to invite the juniors taking CE classes.”
  • “Loved the Passport this year!”
  • “Our students really look forward to attending every year.”

   

  Information Session Survey Summary:

  • College Credit Options in High School. This survey was completed by 20 students.
  • 95% of students agreed that the information provided on college options in High School was helpful.
  • 100% of students said they would recommend this information to other students.
  • 71% of students said that the most helpful part of this was early college information.
  • 29% said the most helpful information during this session was on scholarships.

   

  Student Comments:

  • “I think it was well put together.”
  • “Very informative.”
  • “It was perfect.”
  • “Better directions for parking on the letter that gets sent out in the mail.”

   

  Living the Student Life. This survey was completed by 88 students.

  • 91% of students agreed the information on student life was helpful.
  • 90% of students said they would recommend this information to other students.
  • 64% of students said that club and involvement information was the most helpful part of this presentation.
  • 36% said the scholarship information presented was the most helpful.

   

  Student Comments:

  • “Loved the stories and suggestions”
  • “Maybe handouts for specific clubs.”
  • “Label it a student government seminar, not student life.”
  • “There was a want for more actual students presenting in this session”

   

  Paying for College. This survey was completed by 164 students.

  • 95% of students agreed that information on Scholarships and Financial Aid in this session was helpful.
  • 97% of students said they would recommend this information session to other students.
  • 93% of students said scholarships and deadlines were the most helpful part of this presentation
  • 7% said the most helpful part was information on work study options at Weber State.

   

  Student Comments:

  • “I thought the session was very helpful.”
  • “Presentation was great!”
  • “Suggest giving brief info on how process works.”
  • “Explain everything from the beginning, don’t assume we know what is being talked about.”

   

  What’s Next? This survey was completed by 70 students:

  • 100% of students agreed that the information provided during this presentation was helpful.
  • 100% of students said they would recommend this information session to other students.
  • 73% of students said that information on eWeber portal navigation was the most helpful part of this presentation.
  • 27% said the most important information was on orientation and registering for classes.
  • 99% of students said that there was no need for improvement in this session.

   

  Student Comments:

  • “There was a lot of CLEAR information. Learned most here all day.”
  • “Everything was great!”
  • “It was very good, I cannot think of anything missed.”
  • “It seemed perfect to me in all honesty.”
• 2013-2014

  Weber State University Mission Statement:

  • Weber State University (WSU) offers associate, baccalaureate and master degree programs in a broad variety of liberal arts, sciences technical and professional fields. The university provides excellent educational experiences for students through extensive personal contact among faculty, staff and students in and out of the classroom. To accomplish its mission, the university, in partnership with the broader community, engages in research, artistic expression, public service, economic development and community-based learning experiences in an environment that encourages freedom of expression while valuing diversity.  

   

  Enrollment Services Mission Statement: 

  • The mission of WSU Enrollment Services is to help individual’s achieve their educational dreams.  

   

  The Office of Admissions Mission Statement:

  • It all starts here.  The Office of Admissions encourages future students to reach their educational dreams by providing exceptional service and personal support through discovery, application, acceptance, transfer, orientation and the initial enrollment process.   

   

  Administrative Outcomes:

  1) Outcome 1: Online Residency Application: By the end of the 2013-2014 academic year over 90% of students applying for Utah residency reclassification for tuition purposes at Weber State University will apply through an online application and submit verification documentation documents electronically.  Subsequently, the time from submission of application and all required student submitted documents to the time of a final residency decision will be reduced to under 10 business days by fall 2014.

  • Assessment 1a:  More than 90% of residency reclassification applicants applied through the online residency application by the end of August 2014.  Actual improvement was reported in semester submission data in Service Now:
  • 14% of students (24 out of 274) applied using the online residency application spring semester 2014. As part of the application process the Office of Admissions collected 86 supplemental electronic documents and roughly 1233 paper documents.
  • 97% of students (133 out of 137) applied using the online residency application summer semester 2014. As part of the application process, the Office of Admissions collected 486 supplemental electronic documents and 33 paper submitted documents.
  • 98% of students (596 out of 603) applied using the online residency application fall semester 2014. As part of the application process, the Office of Admissions collected 1,964 supplemental electronic documents and 17 paper submitted documents.
  • Summary of Assessment 1a: By the Fall 2014 semester, 97% of all residency reclassification applicants were applying for residency consideration through the electronic residency application.  This represents a significant adoption of technology. Qualitatively there have been negligible complaints among the nearly 600 total applicants who have applied online.   
  • Assessment 1b: The actual time from submission of residency application to the time of a residency reclassification decision was reduced to less than 10 business days by the end of fall 2014 according to the analysis reports written in Service Now:
  • On average it took 22 days from the time an application was submitted to the time that the Residency Officer in the Office of Admissions made a final residency decision for spring 2014 residency reclassification applications. The Office of Admissions received 24 individual applications.
  • On average it took 18 days from the time an application was submitted to the time that the Residency Officer in the Office of Admissions made a final residency decision for summer 2014 residency reclassification applications. The Office of Admissions received 133 individual applications.
  • On average it took 9 days from the time an application was submitted to the time that the Residency Officer in the Office of Admissions made a final residency decision for fall 2014 residency reclassification applications. The Office of Admissions received 596 individual applications.
  • Summary of Assessment 1b: Implementation of the online residency application and full adoption of the technology has significantly decreased the time it takes to make residency decisions.  Students through the application process are better able to understand and submit specific documentation needed so that the Residency Officer can render a decision. Because the electronic application process is built to remind students exactly what documents are needed to qualify for residency case every 3 days, applicants are submitting documents in a much timelier manner. As an additional observation, because the application is dynamic (adjusting requirements needed based on application answers submitted) the actual number of supplemental documents has decreased from and an average of 3.56 in spring 2014 to 2.86 documents in fall 2014 further decreasing time needed in waiting for additional verification documents.
  • Outcome Summary: By creating and implementing an online residency application the Office of Admissions has gained significant efficiency in managing and administering the residency for tuition purpose process. With over 97% use of the product by applicants, decisions are being made timelier and documents are more easily tracked and recorded. The adoption of the residency application has had other positive residual effects namely; decreased phone calls to admission staff, fewer appointments for residency clarification and more timely and direct decision notification to students. The application itself has decreased redundant submission of documentation, clarified the actual data elements needed by applications and generally increased satisfaction in what is otherwise a complicated and confusing activity.  
  • The use of electronic application has had qualitative effects on admissions staff as well. Staff no longer needs to physically search through draws of paper and files looking to see whether documents have been received but can easily check in electronic archives and quickly respond to student inquiry thus decreasing time on the phone and customer complaints.
  • The Office of Admissions will continue to work towards decreasing the time from application submission to residency decision. Additionally, the office with work to improve functionality and user interface within the online residency application; however, overall assessment of the tool is extremely promising.

  
  2) Outcome 2: Transcript Recording and Transcriptions: The Office of Admissions reduced the time between a transcript being marked ‘received’ and the time in which it is transcribed and visible for review in CatTracks to under 7 days on average in the calendar year September 2013 – August 2014.

  • Assessment 2a:  According to a log of all transcripts received by the Office of Admissions, the Enrollment Specialists and team transcripted 11,334 transcripts in the academic year 2013-2014 within an average of 5.4 days 
  • Summary of Assessment 2a: The Office of Admissions met their goal to decrease the time it takes to record transcripts to under 7 days and actually averaged 5.4 days from ‘reception’ to recording.  Attention and focus to this goal was key in exceeding the expected outcome. 
  • Assessment 2b:  The team reduced the time between a transcript being marked as ‘received’ and the time in which it is transcribed and visible in CatTracks by three days compared to the same processing window in 2011-2012 academic year (the last assessment period for the same effort).
  • Summary of Data 2b: According to a transcript transcription log kept by the Enrollment Specialist in the Office of Admissions, between May and August 2012, nearly 4,733 transcripts were processed.  The average time from recording a transcript received to the time it was made visible in CatTracks was 7 business days.  Comparing the same time period in 2014, 4,381 transcripts were processed (a decrease of 7%).  The average time from recording a transcript received in the peak transcript window to the time it was made visible in CatTracks was 4.25 days. 
  • Summary of Assessment 2b: The Office of Admissions was just shy of meeting the goal to decrease peak transcript times in comparison to 2012; however, the team can be impressed that their efforts on average saved students 2.75 days in waiting to see their classes in CatTracks.
  • Outcome Summary:  In the 2011-2012 Assessment cycle specific attention was given to building efficiency into the transcription process of transfer transcripts. At the time, significant improvement in processing time was achieved but the admissions staff believed that great efficiency could be accomplished. Throughout the 2013-2014 academic year with dedicated and conscience effort given to transcription the office is averaging almost two less days needed to transcribe a transcript.
  • This accomplishment has had positive residual effects by decreasing student inquiries, reduction in phone calls, and an increase in general satisfaction and transparency with the Office of Admissions and students. Students and the advising community can make better educational decisions based on reflective data in the degree audit tool CatTracks, and the Registrar’s Office has a better reflection of courses which need articulation in a timelier manner.
  • The Office of Admissions will continue to publish the general guideline that it takes 2 weeks to receive and transcribe transfer coursework, however, the assessment that on yearly average it only takes 5.4 days should be a benchmark upon which future assessments should be based. 

   

• 2012-2013

  No report was submitted.