NAGAP 2015 Wofford Presentation

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Insert Presentation TitleAdmissions vs. Administration: How Graduate Enrollment Became Strategic and Student-Focused at One College of EducationPresented by:Tracey M. Wofford, Ph.D.April 9, 2015This presentation will describe and explain how graduate admissions transitioned from manual administrative handling to strategic enrollment marketing via constituency relationship management (CRM) systems, and the key learning acquired along the way. Ill also talk about some misconceptions uncovered along the way (both on the part of Admissions and faculty), and some ideas to better collaborate and communicate the vision.This college of education's adult learner graduate structure is complex and decentralized with a strong faculty. Efforts to centralize marketing, recruiting, and enrollment services were initially resisted, but data, analytics, and strong new graduate enrollment results during a national enrollment downturn convinced stakeholders that joint faculty-Admissions collaboration is key.1Admissions vs. Administration: How Graduate Enrollment Became Strategic and Student-Focused at One College of EducationLearning ObjectivesThe what and why of a Graduate Enrollment Management (GEM) process evolutionInternal GEM misconceptions and ideas to address themCollaboration and differentiation strategies and tactics that worked and did not workThese three objectives will be consistent throughout the presentation since this is really a story, a case study, if you will, about how this transition occurred in one COE.The what and why (W/W)Some misconceptions and ideas (M/I)Strategies and tactics for collaborating and differentiating or not. (S/T)2Admissions vs. Administration: How Graduate Enrollment Became Strategic and Student-Focused at One College of EducationAbout Mercer University & The Tift College of EducationThe StakeholdersWhere We Were and Where We Are Now What We Did Then and What We Do NowWhat Changedand True NorthHow Its Going and Reporting ItKey Learning and Lingering Issues This is an overview of what will be covered: a bit about MU and TCOE, the stakeholders (because remember, behind all the SEM and GEM are the peopleand their stories), before and now, then and now, changes, true north, how its going, reporting it, key learnings and lingering issues.3Admissions vs. Administration: How Graduate Enrollment Became Strategic and Student-Focused at One College of EducationAbout Mercer University & The Tift College of Education4About Mercer University12 colleges and schools, over 8,500 students, 1600 faculty, 60 major programs of studyCampuses, Regional Academic Centers, and onlineTeaching hospitals and educational partnershipsMercer University Press, NCAA Athletic Programs, the Center for Collaborative Journalism, and The Executive ForumMercer University's mission is to teach, to learn, to create, to discover, to inspire, to empower and to serve.President: William D. UnderwoodEnrollment Fall 2014: 8,557 TotalAlumni: 71,000Overall Operating Budget: $229,051,953 Number of Faculty & Staff: 1,619 4,571 Undergraduate 2,309 Graduate 1,783 ProfessionalFounded 18335Mercer University is a private, coeducational university with its main campus in Macon, Georgia, United States.Mercer enrolls more than 8,500 students in 12 colleges and schools: liberal arts, business, engineering, education, music, continuing and professional studies, law, theology, medicine, pharmacy, nursing, and health professions.[3][4]Mercer has three campuses: the main campus in Macon, a graduate and professional education campus in Atlanta, and a four-year campus of the School of Medicine in Savannah. Mercer also has regional academic centers in Henry County, Douglas County, Eastman, and Newnan; the Walter F. George School of Law on its own campus in Macon; teaching hospitals in Macon, Savannah, and Columbus; a university press and a performing arts center, the Grand Opera House, in Macon; and the Mercer Engineering Research Center in Warner Robins. The Mercer University Health Sciences Center encompasses Mercer's medical, pharmacy, nursing, and health professions programs in Macon, Atlanta, Savannah, and Columbus.[5]6About The Tift College of EducationLargest Private Preparer of Educators in GeorgiaTeacher Education & Educational Leadership Programs; Campuses, Hybrid, and OnlineConceptual framework of the Transforming Educator (To Know, To Do, To Be)Two Divisions, Four Chairs, Eight Sites/Hybrid/Online, and Twenty-Three Graduate DegreesMarket, Setting, and External EnvironmentBy the Numbers Tift College of EducationThe Tift College of Education, founded in 1995 as the School of Education, has the highest level of accreditation from the National Council for Accreditation of Teacher Education and is the largest private provider of teachers in Georgia.[81] The college was named in 2001 to honor the legacy of Tift College, a Baptist women's college in Forsyth.[82][83] Tift College, founded in 1849, merged with Mercer in 1986 and was closed. Mercer adopted its alumnae and maintains their records.The Tift College of Education offers undergraduate, graduate, and professional programs on the Macon and Atlanta campuses and at the university's regional academic centers. The college offers three Doctor of Philosophy degrees: P-12 School Leadership, Higher Education Leadership, and Curriculum and Instruction.7The Outlook for EducationSheer nature of Baby Boomer demographics points to growth in needed staffing for Education professionals plus the College Completion 2020 goal.Downward pressures include public perception of P-12 education, educator prep, performance-based funding, accountability of Education (esp. HE), and rise of ind./charter/home school8Georgia Education Landscape~ 10,000 Center-Based and Home-Based Child Care Facilities182 County and City School Systems134 Independent & Charter Schools38 Private Colleges & Universities31 State Colleges & Universities26 Technical Colleges1 Military CollegeTen Year Plan, Goal 1: Attract, enroll, retain, and graduate even more highly qualified undergraduate, graduate and professional students.The Tift College of Education serves students in non-degree, undergraduate and graduate programs for Teacher Education (Birth-12th Grade, Teacher Leadership and Educational Leadership), and graduate programs in Educational Leadership (Higher Education and Independent/Charter Schools). Undergraduate programs are offered on the Macon and Atlanta Campuses, and at the Regional Academic Centers. Graduate programs are offered via the classroom and distance learning on the Macon, Atlanta and Savannah campuses, and at the Regional Academic Centers. 3,142 counties and county-equivalents in the USGeneral Facts:Georgia has the second most counties in the United States with 159. Texas has the most with 254.Georgia is the 24th largest state (land area) in the United States, the 9th most populous state (as of 2010) and the largest state east of the Mississippi River.Over half of Georgias population is concentrated in Atlanta region (6 M) vs 4 M distributed across rest of state.Hartsfield-Jackson International Airport is known as the busiest airport in the world according to the Airports Council International.Atlantans have the longest average commute in tough traffic in the nation (#21 worst traffic).Source: http://georgia.gov/georgia-facts-and-symbols 9Admissions vs. Administration: How Graduate Enrollment Became Strategic and Student-Focused at One College of EducationThe StakeholdersMarket, Setting, and External EnvironmentBy the NumbersSince 2003, graduate enrollment hit a low of 465 students in 2004, a high of 1060 students just 5 years later in 2009, dropping since then; leveled out at ~725 averageUgrad enrollment consistent in trad at about 60-80 each Fall, but undergrad RAC enrollment has fluctuated with economy and conditions; high of 886 in 2010 with low of 526 in 2014.Graduate exceeded undergrad in 2008 and has not fallen below 50% since.Graduate support of students much more academic labor intensive; little time left to recruit.10Stakeholders of The Tift College of EducationAcademic partnersProspectsStaff and LeadershipPolicy makersClient partnersRegulatorsAlumni and namesake college alumniFaculty, deans, chairs, program directors and coordinatorsStudents, undergraduate and graduate; traditional and non-traditionalInquiries, prospects, and applicantsEnrollment Management staff, student workers, and graduate program coordinatorsUniversity colleagues (IT, Marketing, Athletics, and graduate assistants)Public policy groups: GaPSC, GaDOE, Georgia legislature, US DOERESAs, School Districts, Independent & Charter Schools, colleges and universitiesAccreditors: SACS-COC, NCATE/CAEPAlumni and namesake college alumniBased on Pohlman and Gardiners 2000 model for Values-Based Management dealing with who and when11Admissions vs. Administration: How Graduate Enrollment Became Strategic and Student-Focused at One College of EducationWhere We Were and Where We Are Now12Where We Were and Where We Are Now Twelve years of Fall census (headcount). Large graduate bubble in 09 and 10 for new EDL programs. Steady state census for grad is down, but holding steady, meaning new enrollments are at least replacing graduates. Significant when compared to undergrads, which is grappling with both new enrollment and retention issues. Green is graduate.The what and why (W/W): Anyone from the PCI remember the truism about a high enrollment peak? This relates to not only what GEM evolved to be, but why. Some misconceptions and ideas (M/I): M: undergrad adult learners are the norm. No. Grad adult learners are now the norm, though this could, and hopefully will, change. Idea: If you arent closely following the P-12 environment of your area, do this. Being aware of the political, economic, and social trends of the Education climate is critical to planning success. M: problematic programs need the focus and attention to remediate and correct. I: Yes and no. If external factors are predominantly your issue (know this from a SWOT analysis), then do what you can, but play to your strengths. Strategies and tactics for collaborating and differentiating or not. (S/T) Collaborating and differentiating: Career fairs, grad fairs, sports event recruiting okay for marketing, but not recruiting. Differentiating web sites are still king. Info sessions and visitation are still the best.13Value Chain - Graduate Enrollment Management Process14Primary Responsibility: Marketing & CommunicationsPrimary Responsibility: Enrollment Management Directors & FacultyPrimary Responsibility: Enrollment Management TeamPrimary Responsibility: Faculty, Enr. Associates & Fin. AidPrimary Responsibility: Grad Admissions, Faculty, & Fin. AidBorrowed from business: the value chain concept of managing every element critical to your desired outcomes. GEM and value chain management have similarities. It also helps to clarify your scope for completing OFB charts and matching what you do to standards-bearer organizations like NCATE and its current iteration, CAEP.Since 2008, TCOE has established, expanded or exploited:Convenience and Diversity: Flexible options, Accelerated programs,double majors,internships,study abroad, service learning, student organizations, Wellness, Counseling, Health Services, Career Services, and Disability AccommodationsValue-Added: Academic Resource Centers, GACE & MAT Prep, Enrollment Services; Educational partnerships with early care organizations, public schools, RESAs,independent and charter school associations,articulation agreements with two-year colleges, and cross-registration agreements with four-year colleges; Full Financial Planning and flexible payment options (monthly, deferred, military and third-party billing, HOPE, GTEG, work-study)Quality and Reputation: Faculty, curriculum and programs, Military-friendly, Largest private preparer of educators in Georgia14Admissions vs. Administration: How Graduate Enrollment Became Strategic and Student-Focused at One College of EducationWhere We WereWhere We Are NowCalls, emails, inquiries arrived to many contacts (faculty, administrative assistants, staff)Admissions questions answered or referred, one-way flow of information, no contact info captured, no follow-up scheduledCatalogs, packets mailed; limited communications plan; No initial qualifying or counselingProspective students existed only after applyingDesignated contacts for prospectsProcess flow and triggers for each prospect typeWorkflow, scripts, templates (for accuracy)Qualify, spur to action; market and re-market to prospectsAll inquiry contact info captured; sources and conversions analyzedProspective students exist upon inquiry, not applicationWas there the luxury of doing this in a static environment?Went from one program segment to the entire EDL department within one yearDue to PSC rule changes, re-launched specialists programs and options, and are about to do it again.Rolled out two new masters programsAtlanta Teacher Education advanced degreesAtlanta Teacher Education initial certification degreesMacon and Centers advanced degrees partial supportRemarketing of hybrid programs to online programsRoll out of 5th year initial certification programW/W: Inbound contact moving from primarily telephone to multi-modal. Communications plans, process triggers, workflow, scripts, templates, batching work all saves time, however, personalized qualification of prospects personalizes experience. CRM is critical.M/I: Ideal to corral the inbound contact to landing page form, one number, one email address, etc., and away from individuals. Understand what is being done and why. If reps or student workers dont understand why theyre chatting about source of marketing, motivation, academic background, financial planning & tuition, readiness, and action steps, admissions counseling in response to a prospects story cannot happen.S/T: Capture your metrics, even if it is manual, even if spreadsheets Dtente with faculty for an Admissions/Faculty partnership, but lay claim to your professionalism and value and stick to it. Dont tell, show faculty what works and what doesnt. Choose your battles and invest in relationships. Whenever possible, align and co-locate with faculty. It is amazing what frequent interpersonal interaction can foster WIIFM protect your facultys time; emphasize the do what only you can do.15The Admissions Funnel Then and NowFaculty handled initial contact, inquiry management, admissions counseling, admission, enrollment to graduation.GEM handles prospecting, inquiry contact & qualifying, admissions & financial info, application materials, Orientation, and retention outreach Faculty handles admission, enrollment to graduation.Funnel graphic from Noel LevitzFaculty and admin support/GPA handled graduate intake from founding in 1995 to about 2010. Explosive growth from debut of EDL and enrollment spike led to unit asking for help recruiting, which evolved into a graduate admission direction.Today, what was a Working Adults Program enrollment group has evolved into focused SEM and GEM support for trad ugrad, non-trad ugrad, and graduate/professional programs within the COE. Weve also staked a claim to student care and student success that is shared with faculty and field placement, further demonstrating commitment and support of a total student experience.16Admissions vs. Administration: How Graduate Enrollment Became Strategic and Student-Focused at One College of EducationWhat We Did Then and What We Do Now17Passive RespondConverse to satisfactionNo questions of inquirerNo capture of informationUrge to applyInvite to information sessionEnd interactionNo record or capture of inquiryLittle to no follow-upActiveReach out, engage in responseConverse to satisfaction, qualify and queryCapture contact data; assess for fitExplore intent to apply by whenInvite to event, agree on next actionRecord inquiry in database, set future taskFollow-up/correspond over next 2-6 weeks; re-engage/re-inviteInterval re-marketing over next 2-4 admission cyclesAdmissions vs. Administration: How Graduate Enrollment Became Strategic and Student-Focused at One College of EducationData show that tradl ugrad census is small, likely to stay small. Adult learner ugrad was large, shrinking in reaction to market forces. Graduate is stabilizing after a spike in new EDL program launch. Conspicuous absence of what used to be more common: I called/emailed/requested info and no one contacted me back and I was transferred 4-5 times to find someone to talk to/to avoid voicemail/to find status on applications.W/W: educators have linkage into nearly every aspect of MU; and MU engages with P-12 Education in multiple waysM/I: Paradigm was market-respond, selectivity a la traditional undergrad was model; if they want it badly enough. Faculty convinced word of mouth was sole reason for growth.S/T: Simplify contact methods, keep it generic, (easy to remember is a bonus), and ensure response happens quickly. Outreach by phone is still valuable, and email is overrated for Education due to firewalls. Prepare to reach P-12 educators via simple text messages, simple non-HTML emails that dont distort, lightweight PDF or Word attachments forwarded via central office staff. Dont forget to not violate CAN-SPAM laws.18Admissions vs. Administration: How Graduate Enrollment Became Strategic and Student-Focused at One College of EducationWhere We WereWhere We Are NowOne program segment to entire departmentRe-launch of specialists programs and optionsRoll out of two two new masters programsAtlanta Teacher Education advanced degreesAtlanta Teacher Education initial certification degreesMacon and Centers advanced degrees partial supportRemarketing of hybrid programs to online programsRoll out of 5th year initial certification program19Admissions vs. Administration: How Graduate Enrollment Became Strategic and Student-Focused at One College of EducationWhat We Do NowCommitted ApplicantsAdmissible CandidatesEnrolled Registered StudentsCultivating Inquiries - 1:1 counseling via medium of choice for inquiry. Engage to serve wants/needs and initially assess admissibility.What We Did ThenEssentially, the adding of inquiry cultivation, the offloading of work from faculty to return calls and qualify prospects, and the AACRAO Code of Ethics for Admissions professionals is what we do now that wasnt done before. Benefit to graduate programs: marketing lists to work more than once, incomplete applicant files to work more than once, and more/better data to understand where MUs SWOT look like.20Admissions vs. Administration: How Graduate Enrollment Became Strategic and Student-Focused at One College of EducationWhat Changed & True NorthWhat changed? Essentially most things changed. Rules, social and political climate toward Education and educators, debt issues, access issues, and huge accountability issues toward employment %, furloughs, and performance-based evaluations.. Prospects attitudes, inquiries, advertising expenditures, class sizes, etc.What happens in the midst of so much change? You fall back to basics, to values, to true north. For GEM team, we happened to be guided by the Educational Leadership curriculum as both advocates and students (M.Ed.s and Ph.D. awarded to team between 2010 and 2015). Sr. VP SEM is faculty and GaPSC chair. Aligned to being advocate for teachers and Education students.Screening question: How does this benefit/Does this benefit prospects or students? and/or what is the highest best good for the most number of stakeholders (wheres the win/win?).21Admissions vs. Administration: How Graduate Enrollment Became Strategic and Student-Focused at One College of EducationWhat Changed: 2010-2015True NorthThe Economy & Education EnrollmentThe Certification RulesComplete SIS replacementInternal ReorganizationTift Dean RetirementPrograms FormatFunding and Financial AidMissionFrameworkCode of ConductStandardsConsistent Student Focus on Academically Qualified, Financially-Prepared StudentsResultsValues-Based LeadershipOne of Two Departments: Educational LeadershipThe Ed. Leadership department was a victim of its success; the chair was rapidly promoted for developing and launching the programs; the new chair was swamped, and help was needed.Teacher Education took MUCH longer, and still lacks full integration with two of three departments (on its way).Internal misconceptions:Admissions equaled Administrative work, because GPCs were both Admissions and Administrative SupportAdmissions equaled Marketing on Demand, (postcards, posters, flyers, giveaways, food, event sponsorships, JIT website edits)Grad admissions equaled Undergrad Admissions P&Ps.You get em here and we answer their questions Mickey Mouse admissions stuff PR departmentFaculty not needed, can deliver a class/cohort by deadline on our own.Faculty not able, willing, or marketing-savvy enough to do all counseling (I dont do money You dont need that transcript, or 100% admissions fee waivers)Collaboration and differentiation strategies and tacticsLearned from mistakes made with Business, Counseling, PSLSlow pace, evolution vs. revolution. Trust, observation, sincere addressing of feedback, WIIFMHighly manual, low technology, so extra people to help and do the work was welcome.Appealed to sensibilities for student support, compliance, legal, Did not push seat on admissions committee; adapted to faculty comfort zone, relied on registrar and FA for supportBacked Dean and Chair in admissions escalation to Provost and VP of EnrollmentHelped write and rewrite marketing and admissions collateral, copy, forms, and email communications.22Admissions vs. Administration: How Graduate Enrollment Became Strategic and Student-Focused at One College of EducationHow Its Going and Reporting It23Admissions vs. Administration: How Graduate Enrollment Became Strategic and Student-Focused at One College of EducationHow Its Going Reporting ItContact Strategies In PlaceCo-Located with FacultyFrequent Recruitment EventsInquiries Consistently Engaged & TrackedPartnerships Expanding & DeepeningStrong BrandData Modeling with Conversions, Forecasts, and ProjectionsRelationships & CollaborationReinforce GEM MethodsSupport Program Directors PreferencesStudent Care, Partner CareSocial Media, Alumni, and ServiceObjective Feature BenefitServe the inquiry well and quicklyContact strategies in place and in useReduces time to response and/or phone transfersMaximize collaboration with facultyCo-located with facultyImproves communication, collaboration, and partnership with facultyIncrease Engagement with InquiriesMore frequent recruitment eventsImproves conversion of inquiries to applicantsImprove Inquiry ManagementEnsured inquiries consistently engaged & trackedImproves conversion of inquiries to attendsIncrease Education client partnershipsPartnerships are expanding & deepeningImproves field placement, internships, referrals, recruiting, and hiringStrengthen Mercer & Tift brandEstablish strong TCOE brandIncreases interest in MU TCOE programsReporting ItTracking next enrollment cycled for 23 programs, usually 2-3 terms out simultaneously. Conversion=upcoming term, projections are term after, forecasts are 2 terms outRelationships and collaboration with network of stakeholders is crucial to recruiting successReinforce GEM methods; means data mining, auditing data integrity, working across all segments of inquiry encounter experience through to OrientationBeing a good partner with different graduate program directors means supporting their preferences on file management, handoff, and tracking.Student care is an umbrella term for TCOE Student Services facilitation.Social media, because it is a term of engagement with graduate prospecting. Little to no traceable recruiting conversions result from it, however.24/education.mercer.edu@MercerEducation/MercerEducationTumblr, Flickr, Google+, EventBrite, YouTube, LinkedIn & InstaGram Admissions vs. Administration: How Graduate Enrollment Became Strategic and Student-Focused at One College of EducationSocial MediaStarted big, have settled in to media that seem to best fit strategy and reach the largest number of potential inquiries and prospects.Left off Tumblr, YouTube, LinkedIn and Instagram in favor of overall MU. Kept FaceBook, Twitter, and Pinterest as good fit for graduate Education programs.Still want a robust social media listening strategy; working with Mktg team on this now.25Admissions vs. Administration: How Graduate Enrollment Became Strategic and Student-Focused at One College of EducationKey Learning &Lingering Issues26Admissions vs. Administration: How Graduate Enrollment Became Strategic and Student-Focused at One College of EducationKey Learning and Lingering IssuesEducation GEM in Georgia is highly complexComplexity requires high touch, high collaboration with students and faculty: marketing, re-marketing, and recruiting take longerImproving Teacher Preparation (Accountability) sometimes at odds with Access and Affordability for studentsRate of Change Remains Rapid for Professional Standards Performance-Based Evaluation, Common Core, and Commercialization of Higher Education Remain Top ConcernsStill Lack Solid Alumni Strategy, Referral Program, Social Media Listening Strategy, and Consistent Graduate Retention Plan27FINAL THOUGHTSBringing It All Together!Admissions vs. Administration: How Graduate Enrollment Became Strategic and Student-Focused at One College of EducationBeware of Best PracticesClaim and Guard Your Professionalism & IntegrityStakeholder Consideration Weighting of Students FirstFaculty Collaboration, Mutual Respect, and Shared GoalsProspects Need to Tell Their Story Let ThemUse CRM to Cultivate InquiriesFocus on Forming Classes Vs. Completing Activities & TasksWork Six-Nine Months Ahead of NeedFlag Early Warnings of Trend Changes QuicklyCreate Flow from Admissions to Orientation to MatriculationYOUR QuestionsResources for Further SupportResources for Further SupportRead the literature, both scholarly and popular press, and synthesize that which can meld your values with your organization.RSS feeds and subscriptions to ONLY the blogs, newsletters and briefs that specifically relate to your needs. Dont get caught up in the noise.Social media listening for your own brand, image, media attention, and reputation. It is key.Manage your message via team communication and collaboration plan, do, check, act.Know your data and metrics better than anyone.Be relentless in your vision realization.30Your presenter Tracey M. Wofford, Ph.D.Director of Graduate AdmissionsTift College of Education 3001 Mercer University DriveAACC Building, Suite 585Atlanta, Georgia 30341678-547-6422 officeThanks for Attending!!Chart3HeadcountFall '03: 1345Fall '04: 1235Fall '05: 1280Fall '06: 1228Fall '07: 1457Fall '08: 1759Fall '09: 1946Fall '10: 1726Fall '11: 1726Fall '12: 1507Fall '13: 1362Fall '14: 1244Tift College of Education1,3451,2351,2801,2281,4571,7591,9461,8221,7091,507Undergraduate Total8267707346567878738868128127236505161,507Graduate Total5194655465726708861,0601,0109147847247281,822Tift, Atlanta Campus5024404394925887278808266685871726Graduate Total5024404394925887278808266685871,946Tift, Macon Center988398901021091191301001571759Undergraduate Total988374626968626384711457Graduate Total24283341576716861228Tift, Douglas County1961531541391932562792722112031280Undergraduate Total1961531541391932472692531951841235Graduate Total000009101916191345Tift, Eastman56595845576061473125Undergraduate Total53575845576061473125Graduate Total320000000Tift, Henry County370368407352413485479423416332Undergraduate Total370368350317385413406346327260Graduate Total5735287273778972Tift, Macon Main Campus123132124110104101101889281Undergraduate Total1091099893837874678581Graduate Total142326172123272170Tift, Savannah 141301010Graduate Total141301010Fall 2003Fall 2004Fall 2005Fall 2006Fall 2007Fall 2008 Fall 2009 Fall 2010Fall 2011Fall 2012Tift, Atlanta Center 714234553Graduate Total51946554657267088610601010914755Undergraduate Total714234553Undergraduate Total826770734656787873886812812697Tift, Newnan Center133855Undergraduate Total133849Graduate Total6Tift, Forsyth County Center4Graduate Total4159115Atlanta628572TiftGAtlantaDouglas1719TiftGDouglasForsyth County144TiftGForsyth CountyHenry9368TiftGHenryMacon Center9277TiftGMacon CenterMacon Main47TiftGNewnan CenterNewnan Center3TiftGMacon MainSavannah1012TiftGSavannahAtlanta Center4341TiftUAtlanta CenterDouglas191185TiftUDouglasEastman3026TiftUEastmanHenry311251TiftUHenryMacon Center7363TiftUMacon CenterMacon Main8481TiftUMacon MainNewnan Center4150TiftUNewnan CenterUgradAtlanta628587Atlanta Center4553Atlanta Center4353Douglas195184Douglas208203Eastman3125Eastman3025Henry327260Forsyth144Macon Center8471Henry404332Newnan3849Macon Center169157Newnan4455GradSavannah1010Atlanta66858715501426Douglas1619Forsyth144Henry8972Macon1686Newnan06Savannah1010813784Sheet2Student Headcount by Major(s)/Minor(s) offered by College/SchoolTotal by Career Level and by Student Program Version LocationUndeclared students and program versions that do not leverage major codes are not includedMajorMinorTotalFemaleMaleTotalFemaleMaleMajor Area of StudyHeadcountProgramHeadcountEDU-GCurriculum and Instruction (PHD)806614000Early Childhood/Special Education410BSEd.640Early Childhood Education (MAT)19317815000Early Childhood Education (MAT)193MAT358Early Childhood Education (MED)73685000Educational Leadership (PHD)117Ph.D.197Educational Leadership (EDS)17107000Middle Grades Education (MAT)103M.Ed.147Educational Leadership (PHD)1177938000Early Care And Education89Ed.S.69Higher Education Leadership (MED)372116000Middle Level Education881411M.Ed. in Reading (MED)19190000Curriculum and Instruction (PHD)80Middle Grades Education (MAT)1037132000Early Childhood Education (MED)73Middle Grades Education (MED)871000Secondary Education (MAT)62Secondary Education (MAT)624319000The Holistic Child53Secondary Education (MED)10100000Teacher Leadership (EDS)52Teacher Leadership (EDS)52475000Higher Education Leadership (MED)37EDU-UEarly Care And Education89890000M.Ed. in Reading (MED)19Early Childhood/Special Education41039713000Educational Leadership (EDS)17Middle Level Education886523000Secondary Education (MED)10Teacher Education00047389Middle Grades Education (MED)8The Holistic Child53494000Teacher Education0Atlanta CampusEDU-GCurriculum and Instruction (PHD)292450001411Early Childhood Education (MAT)19317815000Early Childhood Education (MED)990000Educational Leadership (EDS)1266000Educational Leadership (PHD)946628000Higher Education Leadership (MED)20128000M.Ed. in Reading (MED)19190000Middle Grades Education (MAT)1037132000Middle Grades Education (MED)871000Secondary Education (MAT)624319000Secondary Education (MED)10100000Teacher Leadership (EDS)20173000Atlanta CenterEDU-UEarly Care And Education35350000Early Childhood/Special Education16151000Middle Level Education110000Douglas CountyEDU-GEarly Childhood Education (MED)14122000Teacher Leadership (EDS)541000EDU-UEarly Care And Education23230000Early Childhood/Special Education1141113000Middle Level Education33258000Teacher Education00013121EastmanEDU-UEarly Childhood/Special Education24222000Teacher Education000110Forsyth CountyEDU-GEarly Childhood Education (MED)440000Henry CountyEDU-GEarly Childhood Education (MED)40373000Teacher Leadership (EDS)27261000EDU-UEarly Care And Education27270000Early Childhood/Special Education1591590000Middle Level Education382612000Teacher Education000550Macon CenterEDU-GCurriculum and Instruction (PHD)46397000Educational Leadership (PHD)231310000Higher Education Leadership (MED)1798000EDU-UEarly Childhood/Special Education53503000Middle Level Education1082000Teacher Education000532Macon MainEDU-UMiddle Level Education651000Teacher Education00023176The Holistic Child53494000Newnan CenterEDU-GEarly Childhood Education (MED)660000EDU-UEarly Care And Education440000Early Childhood/Special Education44404000SavannahEDU-GCurriculum and Instruction (PHD)532000Educational Leadership (EDS)5Sheet3