College of Our Lady of the Elms

Fact Book 2021 Academic Year 2020-21

Office of Institutional Assessment & Research0 | Page

fact book 2021 Academic Year 2020-2021

College of Our Lady of the Elms

291 Springfield Street Chicopee, 01013 1-800-255-ELMS www.elms.edu

Produced by The Office of Institutional Assessment and Research Karalee A. Yvon, M.B.A.

Introduction

The Office of Institutional Assessment and Research strives to provide the highest quality data and analytics to administration, faculty, and staff, in order to assist in decision making that will aid the institution in better serving our students and the community. Holding to this mission, the Office of Institutional Assessment and Research prepares a fact book each year to present institutional data related to academic programs, enrollment, personnel, outcomes, etc. It is our intent to provide often sought out information to make data more readily available to the Elms community. We welcome your feedback on ways we can enhance or expand the usefulness and effectiveness of the Fact Book. Please forward questions or comments to Karalee Yvon at [email protected]. The Office of Institutional Assessment and Research also welcomes you to visit the OIAR page on the web site where you may submit your data requests and obtain additional information and resources related to institutional assessment and research. The web page is accessible at: https://www.elms.edu/about-elms/administrative- offices/institutional-assessment-research/

Data presented here come from a variety of sources. Information sources are stated (where applicable in each section) unless originating from the college’s own internally calculated statistics. Sources include:

• IPEDS (Integrated Postsecondary Education Data System) data reported by the college. IPEDS data are available through the website of the National Center for Educational Statistics Data Center (https://nces.ed.gov/ipeds/Home/UseTheData). Categories in the IPEDS database include: enrollment statistics, institutional revenue and expenditures, completions, graduations, outcomes, tuition, and faculty-salary averages among other key indicators. This fact book will also utilize the IPEDS data feedback reports to provide comparisons against peer institutions (n=24). Peer institutions include: (New Haven, CT), American International College (Springfield, MA), (Paxton, MA), (Longmeadow, MA), (Worcester, MA), Colby-Sawyer College (New London, NH), (Quincy, MA), Emmanuel College (, MA), (Beverly, MA), (Boston, MA), Franklin Pierce University (Rindge, NH), Gordon College (Wenham, MA), (Newton, MA), (New London, CT), Mount Aloysius College (Cresson, PA), (Henniker, NH), (Dudley, MA), (Northfield, VT), (Chestnut Hill, MA), Regis College (Weston, MA), (Nashua, NH), Saint Joseph"s College of Maine (Standish, ME), (Springfield, MA), University of Saint Joseph (West Hartford, CT) • Ruffalo Noel-Levitz Higher Education consultants assist us in delivering a variety of surveys that help gather data primarily related to student satisfaction. (https://www.noellevitz.com/) • NSSE and BCSSE surveys (delivered through Indiana University) provide data feedback reports to compare the college against peer participating colleges in areas related to student engagement (http://nsse.iub.edu/) • The Outcomes Survey is administered by the Career Center through GradLeaders to gain information on post-graduation status of recent college graduates. (http://theoutcomessurvey.com/)

Elms College will not discriminate in any employment practice, education program, or activity on the basis of race, color, religion, ethnic or national origin, age, disability, sex, or veteran status. The College fully complies with the requirements of Title VII of the Civil Rights Act of 1964, Title IX of the Education Amendment of 1972, the Rehabilitation Act of 1973, and all other applicable federal, state, and local statues, ordinances, and regulations. Contents

Part I: General Information 1 1. Elms Mission 1 2. College History 1 3. Governance 2 4. Institutional Accreditation 4 5. College Survey Participation 7 Part II: Personnel 9 6. Personnel Demographics by Gender and Race/Ethnicity 9 7. Staff by Status and Primary Function 10 8. Instructional Staff and Student-to-Faculty Ratio 11 9. Class Sections by Instructional Staff 11 Part III: The Academic Program 13 10. Core Curriculum and Academic Assessment 13 11. Synopsis of Degree Programs 15 12. Course Departments by Division/School 16 13. Campus Locations 18 14. Annual Credit Hour Production by Course Level 19 15. Credit Hour Production by Undergraduate Division/School 20 16. Credit Hours Taught by Division/School and Department 21 17. Headcount Enrollment by Division/School 22 Part IV: Students 28 18. 12-Month Enrollment and Full-Time Equivalent (FTE) 28 19. 12-Month Enrollment by Degree Level and Gender 29 20. Fall Enrollment Summary by Student Level and FT/PT Status 30 21. Fall Enrollment by Degree Level, Gender, and Race/Ethnicity 31 22. Headcount Enrollment and FTE by Degree Level 34 23. Student Demographics and Other Characteristics 36 Part V: Admissions and Freshmen Profile 41 24. Trends in Admissions Activity 41 25. Test Scores of First-Time Undergraduates 43 26. Beginning College Survey of Student Engagement (BCSSE) 44

Part VI: Outcomes 46 27. Retention and Persistence 46 28. National Survey of Student Engagement (NSSE) 48 29. Graduation Rates of Fall Cohorts 51 30. Graduation Rates of Full-Year Cohorts 53 31. Degrees Awarded 54 32. Post-Graduation Status of Degree Recipients 56 Part VII: Finances and Financial Aid 57 33. Tuition and Fees 57 34. Cost of Attendance for First-Time, Full-Time Undergraduates 57 35. Financial Aid and Net Price for Undergraduates 58 36. Revenues, Expenses, Value of Endowments 60 Elms College Fact Book 2021

Part I: General Information

1. Elms Mission The College of Our Lady of the Elms, a Catholic college, educates a diverse group of women and men in a supportive, vibrant learning community. Combining a liberal arts education with professional studies, Elms College empowers students to effect positive changes in the community and in the world. Affirming the founding tradition of the Sisters of St. Joseph, Elms College challenges students to embrace change without compromising principle, to respond creatively to the demands of their chosen careers, and to advocate for people in need. Elms College is a community rooted in faith, educated in mind, compassionate in heart, and responsive to civic and social obligations.

FAITH COMMUNITY JUSTICE EXCELLENCE

2. College History The Sisters of St. Joseph and the Diocese of Springfield co-founded the College of Our Lady of the Elms as an academy that evolved into a normal school between 1908 and 1910. The College of Our Lady of the Elms became a baccalaureate-granting institution in 1928, with a specialization in education. Through the efforts of the Sisters of St. Joseph and the Springfield diocesan clergy, the curriculum was expanded through the 1940s and 1950s, and in 1953, an evening program was established.

To meet the needs of the surrounding community, Elms developed undergraduate programs in nursing, business management, and communication disorders during the 1960s and 1970s. In the late 1980s, Weekend College and a Master of Arts degree program in teaching were instituted. Since then, Elms College has developed additional undergraduate and graduate programs of study, added new residence halls, opened the Maguire Center for Health, Fitness, and Athletics in 1994, admitted the first group of men as full-time students in 1998, opened the Lyons Center for Natural and Health Sciences (CNHS) in 2013, and opened the Center for Student Success in 2017.

Today, Elms continues to grow its undergraduate and graduate programming. Over the past decade we have excelled academically, athletically, culturally and socially. Elms College is thriving without compromising our values or mission, and we will continue to do so with the help of bright, passionate students, committed faculty and staff, and a network of alumni and friends whose own histories are unquestionably tied with ours.

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3. Governance The role served by the college administration is that of stewardship. We are stewards of our students' futures and campus resources. The college's operations and major decisions are guided by the president and his administrative cabinet, comprised of senior college staff. The office of the president is in turn overseen by the board of trustees, which serves a crucial function in carrying out the college's vision and mission in a strategic manner. Board of Trustees Chairpersons Cynthia Lyons, Chair Kathleen Kane, Vice Chair Trustees Beth Anderson Francis Kirley Jean Bostley, SSJ, ‘70 Nancy MacPherson ’81 Anthony Cignoli Virginia Maitland, SSJ, ‘72 Rev. John Connors Paul Marchese Pascale Desir Richard Meelia Elizabeth Dineen ‘77 John Quinn Jose Fernandez, PhD Martha Ross ‘87 Mark Fulco Joan Ryzewicz, SSJ, ’71 Melissa Gillis ‘96 Eleanor Spring, SSJ, ‘63 Steven Gobel Theresa Stec, ‘78 Kristin Ferriter Hagan, 96 Paul Stelzer Fawwaz Habbal, PhD Eileen O’Leary Sullivan Mark Hambley Richard Sullivan, Jr. Peter Harrington Jane Thomas, SSJ, ‘72 Regina Hitchery, ‘71 Kathy Tobin Carolyn Jacobs Michael Vann Joan Kagan President Emeriti Kathleen Keating, SSJ, PhD, ‘52 Mary Reap, IHM, PhD Trustee Emeriti Richard Bourgeois Linda Mansfield ‘77 Kathi Donohue Joseph Marois Ellen Freyman David O’Brien, PhD Catherine Homrock, SSJ, ‘70 Mary T. Quinn, SSJ, ‘71 Richard Kos Kathleen Riordan, PhD, ‘67 Gina Golash Kos Maxyne Schneider, SSJ, PhD, ‘65 Faculty Representatives Janice Fedor Maureen Holland Student Representatives Nadia French-Graham, ‘23 Joe Potter, ‘23

The chart to follow on the next page depicts the internal employee organizational structure of the college, beginning with the President, Cabinet, and subsequent departments.

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4. Institutional Accreditation

New England Commission of Higher Education (NECHE)

Elms College is accredited by the New England Commission of Higher Education (formerly the Commission on Institutions of Higher Education of the New England Association of Schools and Colleges, NEASC). Accreditation by NECHE indicates that the institution has been carefully evaluated and found to meet standards agreed upon by qualified educators.

Elms’ initial accreditation was received in 1942. The last comprehensive evaluation visit was in 2013, which resulted in “continued accreditation”. The next comprehensive evaluation visit is scheduled for the spring of 2023.

Elms College adheres and complies to the following nine standards in order to maintain accreditation with NECHE: 1. Mission and Purposes, 2. Planning and Evaluation, 3. Organization and Governance, 4. The Academic Program, 5. Students, 6. Teaching, Learning, and Scholarship, 7. Institutional Resources, 8. Educational Effectiveness, 9. Integrity, Transparency, and Public Disclosure.

The following language from NECHE summarizes each of the Standards in more detail:

Standard 1: Mission and Purposes The institution’s mission and purposes are appropriate to higher education, consistent with its charter or other operating authority, and implemented in a manner that complies with the Standards of the Commission on Institutions of Higher Education. The institution’s mission gives direction to its activities and provides a basis for the assessment and enhancement of the institution’s effectiveness.

Standard 2: Planning and Evaluation The institution undertakes planning and evaluation to accomplish and improve the achievement of its mission and purposes. It identifies its planning and evaluation priorities and pursues them effectively. The institution demonstrates its success in strategic, academic, financial, and other resource planning and the evaluation of its educational effectiveness.

Standard 3: Organization and Governance The institution has a system of governance that facilitates the accomplishment of its mission and purposes and supports institutional effectiveness and integrity. Through its organizational design and governance structure, the institution creates and sustains an environment that encourages teaching, learning, service, scholarship, and where appropriate, research and creative activity. It demonstrates administrative capacity by assuring provision of support adequate for the appropriate functioning of each organizational component. The institution has sufficient independence from any other entity to be held accountable for meeting the Commission’s Standards for Accreditation.

Standard 4: The Academic Program The institution’s academic programs are consistent with and serve to fulfill its mission and purposes. The institution works systematically and effectively to plan, provide, oversee, evaluate, improve, and assure the academic quality and integrity of its academic programs and the credits and degrees awarded. The institution sets a standard of student achievement appropriate to the degree or

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certificate awarded and develops the systematic means to understand how and what students are learning and to use the evidence obtained to improve the academic program.

Standard 5: Students Consistent with its mission, the institution sets and achieves realistic goals to enroll students who are broadly representative of the population the institution wishes to serve. The institution addresses its own goals for the achievement of diversity among its students and provides a safe environment that fosters the intellectual and personal development of its students. It endeavors to ensure the success of its students, offering the resources and services that provide them the opportunity to achieve the goals of their educational program as specified in institutional publications. The institution’s interactions with students and prospective students are characterized by integrity.

Standard 6: Teaching, Learning, and Scholarship The institution supports teaching and learning through a well-qualified faculty and academic staff, who, in structures and processes appropriate to the institution, collectively ensure the quality of instruction and support for student learning. Scholarship, research, and creative activities receive support appropriate to the institution’s mission. The institution’s faculty has primary responsibility for advancing the institution’s academic purposes through teaching, learning, and scholarship.

Standard 7: Institutional Resources The institution has sufficient human, financial, information, physical, and technological resources and capacity to support its mission. Through periodic evaluation, the institution demonstrates that its resources are sufficient to sustain the quality of its educational program and to support institutional improvement now and in the foreseeable future. The institution demonstrates, through verifiable internal and external evidence, its financial capacity to graduate its entering class. The institution administers its resources in an ethical manner and assures effective systems of enterprise risk management, regulatory compliance, internal controls, and contingency management.

Standard 8: Educational Effectiveness The institution demonstrates its effectiveness by ensuring satisfactory levels of student achievement on mission-appropriate student outcomes. Based on verifiable information, the institution understands what its students have gained as a result of their education and has useful evidence about the success of its recent graduates. This information is used for planning and improvement, resource allocation, and to inform the public about the institution. Student achievement is at a level appropriate for the degree awarded.

Standard 9: Integrity, Transparency, and Public Disclosure The institution subscribes to and advocates high ethical standards in the management of its affairs and in its dealings with students, prospective students, faculty, staff, its governing board, external agencies and organizations, and the general public. Through its policies and practices, the institution endeavors to exemplify the values it articulates in its mission and related statements. In presenting the institution to students, prospective students, and other members of the public, the institutional website provides information that is complete, accurate, timely, readily accessible, clear, and sufficient for intended audiences to make informed decisions about the institution.

*For more information related to accreditation and the aforementioned Standards, please visit the official NECHE web site: https://www.neche.org/

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Departmental/Other Accreditations The social work program is accredited by the Council on Social Work Education (http://www.cswe.org/accreditation). The baccalaureate degree in nursing, master’s degree in nursing and doctor of nursing practice degree in adult gerontology acute care nurse practitioner and family nurse practitioner at Elms are accredited by the Commission on Collegiate Nursing Education (http://www.aacn.nche.edu/ccne-accreditation). The baccalaureate nursing degree program is fully approved by the Massachusetts Board of Registration in Nursing. Elms College has received specialized accreditation for its business programs through the International Accreditation Council for Business Education (IACBE). The business programs in the following degrees are accredited by the IACBE: Master of Business Administration with concentrations in Accounting, Healthcare Leadership, and Management; , with majors in Accounting, Management, Healthcare Management, Marketing, and Sport Management (http://www.iacbe.org/accreditation). The college is also a member of the Council of Independent Colleges, the Association of Catholic Colleges and Universities, the Council for Higher Education Accreditation, and the Association of Governing Boards.

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5. College Survey Participation

The college reports out a variety of data to many external entities to maintain web profiles for prospective students and their families or for national studies in higher education. The following listing provides detail on the college’s participation in external surveys/questionnaires, along with the purpose, and frequency of each.

Survey/Questionnaire Name Purpose Survey Schedule AAUP Faculty Salary Survey Schools submitting data form the basis for the Annual – Spring (American Association of “Annual Report on the Economic Status of the University Professors) Profession,” published in Academe and The Chronicle of Higher Education and used by U.S. News, The Higher Education Price Index and other outlets. ACT IDQ (ACT) Updates college profile through ACT score Annual – Spring reports as well as on the student web site: http://www.actstudent.org Annual Survey of Colleges Updates college profile on: Annual – Spring (College Board) https://bigfuture.collegeboard.org Annual Survey of Graduate and Updates college profile on: Annual – Spring Professional Institutions http://www.petersons.com/ (Peterson’s) Annual Survey of Updates college profile on: Annual – Spring Undergraduate Financial Aid http://www.petersons.com/ (Peterson’s) Annual Survey of Updates college profile on: Annual – Spring Undergraduate Institutions http://www.petersons.com/ (Peterson’s) Common Data Set Compiles common data questions utilized by Annual other annual surveys HEP Higher Education Contact information of college administrators is Annual Directory published in the Higher Education Directory and made available to those in and working with the higher education community SAT Validity Study (College Evaluate measures used in admission decisions to Annual - Fall Board) determine how well admission criteria and other predictors help in identifying “at-risk” students UCAN Updates college profile on the UCAN web site Annual – Spring (University & College located at: Accountability Network) http://www.ucan-network.org/ US News Best Colleges Updates data points that are used in the U.S. Annual – Spring News Best Colleges ranking calculations. These rankings and college profiles are intended to assist prospective college students in identify the best college or university for them. Wintergreen Survey Updates college profile on: Annual – Spring (Wintergreen Orchard House) http://www.collegexpress.com

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The college also administers internal surveys to gain a better understanding of the student population. The following displays the surveys that are regularly administered internally along with the purpose and frequency of each.

Survey Name Purpose Survey Schedule Adult Priorities Survey (Noel- Assesses satisfaction/priorities of adult Bi-Annual – Fall (next Levitz) students enrolled in undergraduate or scheduled: TBD) graduate programs Beginning College Survey of Designed to be paired with NSSE to provide Annual – At new student Students (BCSSE) an in-depth understanding of first-year orientation each year. student engagement on campus Course Evaluation Distributed to students through Moodle for At the end of each semester each course at the end of the respective and session. semester/session National Survey of Student Administered to first years and graduating Annual –At the end of the Engagement (NSSE) students to gather data related to the student Spring semester each year. experience and engagement Student Satisfaction Inventory Measures student satisfaction/priorities to Bi-Annual – Fall (next (Noel-Levitz) learn how satisfied students are and what scheduled: TBD) issues are important to them Outcomes Survey* Administered (by Career Services) to new Annual (discontinued after college graduates to gain information on AY2020) – at graduation, 3 employment and graduate school admissions months, 6 months, and 1 year following graduation for each class First Destination Survey* Administered (by Career Services) to new Annual – right before (Handshake) college graduates to gain information on graduation, at graduation, and employment and graduate school admissions intermittent reminders up to 5 months following graduation for each class

*Academic Year 2020 was the College’s last year of administering the Outcomes Survey; starting in 2021, the First Destination Survey will be administered through Handshake.

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Part II: Personnel 6. Personnel Demographics by Gender and Race/Ethnicity

Gender and Race/Ethnicity of Staff by Full-time Status (IPEDS reported data for 2020-21)

Women, PT Men, FT 31% 16%

Men, PT 15% Women, FT 38%

Full-Time Part-Time Grand Race/Ethnicity Men Women Total Men Women Total Total Hispanic/Latino 2 3 5 2 3 5 10 American Indian/Alaskan 0 0 0 0 2 2 2 Asian/Pac Islander 0 0 0 1 1 2 2 Black/African American 3 3 6 6 9 15 21 White 43 112 155 37 76 113 268 Two or more races 1 0 1 1 1 2 3 Race/Ethnicity Unknown 0 0 0 1 4 5 5 Total 49 118 167 48 96 144 311

Trends in Race/Ethnicity for Staff by Gender and Full-time/Part-time Status (IPEDS reported data for AY 2016-17 to AY 2020-21) 200 2 10 5 12 7 13 8 3 5 8 14 8 13 6 6 150 9 58 46 56 49 15 11 10 49 52 43 20 42 46 100 37

120 126 120 115 119 113 112 50 94 90 76 FT PT FT PT FT PT FT PT FT PT 0 2016- 2017- 2018- 2019- 2020- Male, Other17 Race/Ethn. 18Female, Other Race/Ethn.19 Male,20 White Female,21 White

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7. Staff by Status and Primary Function

Staff by Employment Status and Function (IPEDS reported data 2020-21)

Primarily Instruction 54 113

Office and Admin Support 19 11

Service Occupations 3 14

Healthcare Practitioners and Technical 5 1

Community Service, Legal, Arts, Media 30 0

Computer, Engineering, Science 9 1 Full-Time 10 Business and Financial Operations Part-Time Management 21 0 Student, Academic, Other Edu Services 14 3

Librarians, Library Technicians 2 1

1 5 25 125

Comparison of Staff Employment by Status/Function Over Time (IPEDS reported data from 2016-17 to 2020-21) 2016-17 2017-18 2018-19 2019-20 2020-21 Occupational Category FT PT FTE FT PT FTE FT PT FTE FT PT FTE FT PT FTE Librarians, Curators, Archivists 4 0 4 3 1 3 3 1 3 3 1 3 2 1 2 Student, Academic, Other Edu Services 13 1 13 14 2 15 13 2 14 18 2 19 14 3 15 Management 20 0 20 20 0 20 17 1 17 18 0 18 21 0 21 Business and Financial Operations 10 1 10 10 0 10 9 0 9 9 0 9 10 0 10 Computer, Engineering, Science 9 1 9 8 2 9 10 1 10 10 1 10 9 1 9 Community, Social Service, Legal, Arts, Media 32 0 32 29 1 29 30 0 30 27 1 27 30 0 30 Healthcare Practitioners and Technical 4 2 5 4 2 5 2 2 3 3 1 3 5 1 5 Service Occupations 8 12 12 9 11 13 4 11 8 4 13 8 3 14 8 Office and Admin Support 24 14 29 26 11 30 25 10 28 24 11 28 19 11 23 Primarily Instruction 63 164 118 66 121 106 62 166 117 62 138 108 54 113 92 Total 187 195 189 151 175 194 178 168 167 144 252 239 240 234 215 Grand Total 382 340 369 346 311

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8. Instructional Staff and Student-to-Faculty Ratio Full-time Instructional Staff by Status (IPEDS reported data Fall 2020) Non-Tenure Track 25 0 Tenure-Track 20 4 Tenured

15 8

10 18 11 5 8 5 0 Professors Associate Professors Assistant Professors Lecturers/Instructors

Comparison of Full-time Instructional Staff by Tenure Status Over Time (IPEDS reports data from Fall 2016 to Fall 2020) Fall 2016 Fall 2017 Fall 2018 Fall 2019 Fall 2020

T T-T NTT T T-T NTT T T-T NTT T T-T NTT T T-T NTT Professor 12 0 0 10 0 0 9 0 0 8 0 0 8 0 0 Associate Prof 21 4 1 21 4 0 18 6 0 17 5 0 18 4 0 Assistant Prof 1 8 7 1 13 5 1 13 6 0 16 9 0 11 8 Lecturer/Instructor 0 0 9 0 0 12 0 0 9 0 1 6 0 0 5 Total 34 12 17 32 17 17 28 19 15 25 22 15 26 15 13 Grand Total 63 66 62 62 54 Student-to-Faculty Ratio 10:1 12:1 11:1 11:1 12:1 *T = Tenured T-T = Tenure-Track NTT = Non-Tenure Track

9. Class Sections by Instructional Staff The following table and graph display the total unique course sections offered as of fall census day at the main campus and an indication of the percentage taught by faculty versus part-time faculty. Online courses, internships, and pracitca have been excluded.

Course Sections Taught at the Main Campus by Full-time or Pro-Rata/Adjunct Instructors Fall 2016 Total Number of Sections Taught by Full-time Faculty Taught by pro-rata or Adjuncts Undergraduate Sections 278 171 (62%) 107 (38%) Graduate Sections 74 45 (61%) 29 (39%) Total Sections 352 216 (61%) 136 (39%)

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Fall 2017 Total Number of Sections Taught by Full-time Faculty Taught by pro-rata or Adjuncts Undergraduate Sections 284 175 (62%) 109 (38%) Graduate Sections 85 48 (56%) 37 (44%) Total Sections 369 223 (60%) 146 (40%) Fall 2018 Total Number of Sections Taught by Full-time Faculty Taught by pro-rata or Adjuncts Undergraduate Sections 286 173 (60%) 113 (40%) Graduate Sections 83 47 (57%) 36 (43%) Total Sections 369 220 (60%) 149 (40%) Fall 2019 Total Number of Sections Taught by Full-time Faculty Taught by pro-rata or Adjuncts Undergraduate Sections 274 163 (59%) 111 (41%) Graduate Sections 71 34 (48%) 37 (52%) Total Sections 345 197 (57%) 148 (43%) Fall 2020 Total Number of Sections Taught by Full-time Faculty Taught by pro-rata or Adjuncts Undergraduate Sections 228 152 (67%) 76 (33%) Graduate Sections 35 24 (69%) 11 (31%) Total Sections 263 176 (67%) 87 (33%)

Distribution of Undergraduate Main Campus Courses Taught Among Full-Time versus Pro-Rata/Adjuncts (Fall 2016 to Fall 2020)

Pro-rata/Adjunct Full-time 100% 38% 38% 40% 43% 33% 90% 80% 70% 60% 67% 62% 62% 60% 50% 57% 40% 30% 20% 10% 0% Fall 2016 Fall 2017 Fall 2018 Fall 2019 Fall 2020

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Part III: The Academic Program 10. Core Curriculum and Academic Assessment The Elms College Liberal Arts Core Curriculum is comprised of eleven outcomes that fall within four major component categories: spiritual and ethical development, intellectual and creative development in the liberal arts, global awareness and cultural understanding, critical thinking and communication, and civic engagement. The following table displays the current Elms College Core Assessment Model, including the courses approved to teach to each outcome and the modes of assessment for each outcome.

ELMS COLLEGE CORE ASSESSMENT MODEL (Last Revision:2/24/2021 ) SPIRITUAL AND ETHICAL DEVELOPMENT OUTCOME COURSE(S) ASSESSMENT 1 Apply the traditions, values, & IDS 1001 (First Year Seminar) Catholic Social Teaching social teachings that inform the dimension of the Elms Catholic identity of Elms Innovation Challenge rubric College. (used for one assignment) 2 Analyze ethical issues and BMH 3007, 3101, IDS 2105, ANY Ethics rubric for one propose solutions derived from PHI, REL 4804 assignment moral and ethical reasoning 3 Compare and contrast one’s REL 2104, 2105, 3002, 3006, Faith rubric for one own belief system with one or 3400, 3402, 3406, 4107, 4400, or assignment more of the world’s multiple IDS 2203 religious traditions. GLOBAL AND CULTURAL AWARENESS OUTCOME COURSE(S) ASSESSMENT 4 Identify, analyze, and articulate ART 2103, 2105, ENG 1307, 2001, Culture rubric for one concepts significant to global 2002, 2301, 3707, HIS 1000, assignment in each course and multicultural perspectives. 1002, 1005, 1006, 1008, 2102, Demonstrate Cultural 2106, 2109, 2302, 2306, 2505, competence and cultural 3206, 3304, IDS 2203, MUS humility. 2300, SOC 3106, SPA 2207, 4102, 4105, 4405, SSD 2108, 3004 5 Demonstrate listening CHI 1002, CSD 1004, IRI 1002, Language placement exam comprehension, and the ability JPN 1002, SPA 1002 to speak, read, and write a second language, to a minimum of a novice high level. CIVIC ENGAGEMENT OUTCOME COURSE(S) ASSESSMENT 6 Explain the basic structure and CRJ 2600, CSD 3007, ECN 2101, Civic engagement rubric for processes of U.S. government on HIS 2604, PHI 2102, 2406, REL one assignment a local, state, and federal level. 3005, SOC 1001, SSD 2002, Illustrate ways in which citizens 3004, SWK 3001 and organizations impact government to advance policies that include social justice.

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CRITICAL THINKING AND COMMUNICATION OUTCOME COURSE(S) ASSESSMENT 7 Analyze text, artifacts, and ART 2103, 2105, BIO 3201, Critical thinking rubric for one events. 4004*, BMH 3007, 3101, ENG assignment 1303, 1307, 2004, 2301, 3201, 8 Write critically, analytically, 3601, 3603, 3606, 3701,3707, Written communication rubric logically, and creatively. 3708, 3801, 3802, 3803, 3805, for one assignment; AcuPlacer 3902, 3903, 3908, HIS 3206, Writing Essay exam at 3304, 4100*, HUM 2105, IDS orientation and in ENG 1001 9 Demonstrate clear and 2105, MAT 3105*, PSY 2100*, Oral communication rubric for coherent oral communication. 3100*, 3102*, 4001*, SOC 3005, one assignment 3106, SPA 4205, 4405, SSD 2108 10 Demonstrate information ENG 1001 (Rhetoric) literacy. Information literacy rubric for one assignment 11 Demonstrate quantitative MAT 1008 (College Math) or Quantitative literacy rubric for literacy. higher one assignment (1008 and 1009) *denotes course has prerequisites

The faculty assessment committee is charged with collecting and reporting data about the eleven core curriculum student learning outcomes. The primary purpose of learning outcomes assessment at Elms College is to increase student success in major disciplines, as well as the liberal arts and sciences core, through a process that involves faculty from all academic areas and that promotes continuous improvements in teaching and learning. Each semester, the courses designated as “core” courses will perform their respective assessments to gather data on students’ abilities within each outcome. These data are submitted to the assessment committee for analysis. At the end of each academic year, the assessment committee produces and annual report summarizing student performance and faculty participation in assessment efforts as well as making recommendations for the next academic year. The report is given to the faculty curriculum committee and Vice President of Academic Affairs for review and consideration of future curriculum changes. The Academic Assessment Google Site serves as a hub for the learning outcomes assessment efforts. The site contains the data collection form, graphical visualizations of currently available data, and resources (such as an assessment handbook, PDF copies of the assessment rubrics, etc.). Elms faculty, administration, and staff may view the site at the following hyperlink: https://sites.google.com/elms.edu/academic-assessment. (Note: the web site is only accessible to those with a college issued email address. Viewers must log in with their @elms.edu credentials to gain access.) A link to The Core Curriculum Assessment Handbook may be accessed on the Academic Assessment site but can also be accessed by clicking here.

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11. Synopsis of Degree Programs The following table contains a listing of the programs of study available to students in the academic year 2020-2021. Undergraduate Programs Associates Programs Speech Language Pathology Pre-Bachelors Certificates Legal Nurse Consulting Paralegal Studies Nursing Education Speech Language Pathology Bachelors Programs by Division/School Business Natural Sciences, Mathematics & Technology Accounting Biology Entrepreneurship Chemistry Graphic Design Computer Information Tech Design Healthcare Management Computer Information Tech & Security Management Computer Science Marketing Mathematical Science Social Media School of Nursing Sports Management Nursing Education Social Sciences Early Care/Education Communication Sciences and Disorders Early Childhood Education Criminal Justice Education/Moderate Disabilities Psychology Education Studies Social Work Elementary Education Sociology English as a Second Language Speech-Language Pathology Assistant Secondary Education Humanities and Fine Arts Professional Studies English English Writing History Liberal Arts Religious Studies Minors of Study Accounting Coaching Entrepreneurship Philosophy Art/Fine Arts Computer Information Tech. Graphic Design Psychology Asian Studies (China) Computer Science History Religious Studies Asian Studies (Japan) Criminal Justice Irish Studies Sociology Bioethics Cyber Security Legal Studies Spanish Bioethics & Med. Humanities Data Analytics Management Theatre Studies Biology Digital Forensics Mathematical Sci. Business & Law Education Studies Music Chemistry English Paralegal Studies

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Graduate Programs Post-Bachelors Certificates Financial Planning Nursing Education Post-Baccalaureate Pre-Medical Studies Nursing & Health Services Management Public Accounting School Nursing Masters Programs by Division/School Business Natural Sciences, Mathematics & Technology Accounting and Financial Planning Biomedical Sciences Accounting School of Nursing Financial Planning Nursing Healthcare Innovation Nursing Business Healthcare Leadership Nursing Dual Degree (MSN/MBA) Lean Entrepreneurship Nursing Education Management Nursing & Health Services Management Education School Nursing Teaching Social Sciences Education Applied Behavior Analysis Humanities and Fine Arts Autism Spectrum Disorders Applied Theology Post-Masters Certificates Adult-Ger. Acute Care Nurse Pract. Education Autism Spectrum Disorders Family Nurse Practitioner Doctoral Programs School of Nursing Adult-Gerontology Acute Care Nurse Practitioner Family Nurse Practitioner Health Systems Innovation & Leadership 12. Course Departments by Division/School

Division/School Course Prefix Department

Business ACC Accounting BUS Business ECN Economics ENT Entrepreneurship FIN Financial Planning GDS Graphic Design HCL Health care HTH Health service PED Physical education SPM Sports marketing/management

Education EDU Education ESL English as a second language

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Humanities & Fine Arts ART Art CHI Chinese DAN Dance ENG English HIS History IDS Inter-disciplinary study IRI Irish JPN Japanese MUS Music PHI Philosophy REL Religion SPA Spanish THR Theatre

Natural Sciences, Mathematics, and Technology BIO Biology BMH Biomedical Ethics and Humanities BMS Biomedical Sciences CHE Chemistry CIT Computer information technology/science MAT Mathematics PHY Physics

School of Nursing NUR Nursing Social Sciences ABA Applied Behavior Analysis ASD Autism spectrum disorders CRJ Criminal justice CSD Communication sciences and disorders LEG Legal and paralegal studies PSY Psychology SOC Sociology SSD Social science division SSN Special topics SWK Social work

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Elms College Fact Book 2021

13. Campus Locations

In addition to the main campus in Chicopee, MA, Elms College has off-campus locations to provide unique certificate and bachelor’s degree completion programs. A selection of programs are also offered online. Locations/program offerings in the academic year 2020-2021 include:

Elms College – Main Campus Holyoke Community College 291 Springfield Street, Chicopee, MA 01013 303 Homestead Avenue, Holyoke, MA 01040 Degree Programs: Accounting BA, Management and Elms Online Marketing BA, Healthcare Management BA, Degree Programs: Computer Info. Tech. & Security BA, Psychology BA Computer Science BA, Healthcare Management BA, RN- BSN, SLPA (Cert., AA, BA), Paralegal Studies Cert., Legal Mount Wachusett Community College Nurse Consulting Cert.,Nursing & Health Services Mgt. 444 Green Street, Gardner, MA 01440 Grad. Cert., Nursing Education Grad Cert., School Nursing Degree Programs: Psychology BA, RN-BSN Grad. Cert., Masters of Science in Nursing Quinsigamond Community College Asnuntuck Community College 670 W. Boylston Street, Worcester, MA 01606 170 Elm Street, Enfield, CT 06082 Degree Programs: RN-BSN

Degree Programs: Social Work BS Springfield Technical Community College Berkshires 1 Armory Square #1, Springfield, MA 01105 Berkshire Comm. College, 1350 West St, Pittsfield, MA 01201 Degree Programs: Computer Information Technology & Berkshire Health Systems, 165 Tor Ct, Pittsfield, MA 01201 Security BA, Computer Science BA, Degree Programs: Early Care and Education BA, Social Work BS RN-BSN, Social Work BS Episcopal University of Haiti Greenfield Community College Degree Programs: Nursing Education Cert. One College Drive, Greenfield, MA 01301 Degree Programs: Early Care & Education BA, RN-BSN, Social Work BS

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Elms College Fact Book 2021

14. Annual Credit Hour Production by Course Level Credit hour production in this section is calculated on the basis of unique course sections offered and the total number of credits generated by those courses during the term identified. (Discrete courses such as internship, practicum, and independent study are excluded.) Data provided from academic year 2010-11 through 2019-20. (Note: The Extended Summer session is grouped with Summer I.)

Academic Year 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20

Undergraduate 28442 30976 33098 34694 35202 36209 33528 33472 32291 31036 Summer II 602 708 778 868 992 790 278 200 130 0

Fall 13651 14628 15408 16379 16413 16688 15901 15864 15479 14961

Intersession - - 434 346 339 498 249 144 42 66

Spring 13496 14597 15103 15797 15873 16123 15313 15163 14699 14200

Summer I 693 1043 1375 1304 1585 2110 1787 2104 1941 1809 Graduate 3398 4310 4251 4223 3993 5510 5723 5921 6039 4998 Summer II 332 323 532 485 459 386 560 633 567 288

Fall 1276 1599 1499 1543 1382 1850 1940 2033 2121 1906

Intersession - - 311 344 444 460 531 456 485 387

Spring 1370 1601 1514 1584 1415 2052 2169 2253 2179 1754

Summer I 420 787 395 267 293 762 523 546 687 663 Annual Credit Hr Production 31840 35286 37349 38917 39195 41719 39251 39393 38330 36034

Annual Undergraduate Course Credit Hour Production (Trends AY 2010-11 to 2019-20) 40000 Summer I Spring Winterim Fall Summer II 35000 30000 25000 20000 15000 10000 5000 0

AY 10-11 AY 11-12 AY 12-13 AY 13-14 AY 14-15 AY 15-16 AY 16-17 AY 17-18 AY 18-19 AY 19-20

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Elms College Fact Book 2021

Annual Graduate Course Credit Hour Production 7000 (Trends AY 2010-11 to 2019-20) 6000 Summer I Spring Winterim Fall Summer II

5000

4000

3000

2000

1000

0

AY 10-11 AY 11-12 AY 12-13 AY 13-14 AY 14-15 AY 15-16 AY 16-17 AY 17-18 AY 18-19 AY 19-20 15. Credit Hour Production by Undergraduate Division/School (Fall Term) Credit hour production in this section is based on credits generated by undergraduate courses only (offerings with a course level less than 5000 from all site locations) at of the end of the term; internships and independent studies are excluded. Course departments are determined by course prefix. Fall 2016 Fall 2017 Fall 2018 Fall 2019 Fall 2020 Business Cred. Hr Production 1955 1983 1898 1746 1570 # Courses Offered 63 67 61 55 44 Cred. Hr. by Section 31 30 31 32 36 Education Cred. Hr Production 616 570 563 432 486 # Courses Offered 28 29 28 28 19 Cred. Hr. by Section 22 20 20 15 26 Humanities & Fine Art Cred. Hr Production 3667 3386 3118 3151 2523 # Courses Offered 78 75 76 73 60 Cred. Hr. by Section 47 45 41 43 42 Natural Sci., Mathematics, and Tech. Cred. Hr Production 2792 2989 2906 3228 2433 # Courses Offered 70 72 73 83 64 Cred. Hr. by Section 40 42 40 39 38 School of Nursing Cred. Hr Production 2924 2860 2741 2570 2833 # Courses Offered 46 49 45 47 46 Cred. Hr. by Section 64 58 61 55 62 Social Sciences Cred. Hr Production 3947 4076 4253 3834 3540 # Courses Offered 122 114 132 110 95 Cred. Hr. by Section 32 36 32 35 37 Grand Totals by Year Fall 2016 Fall 2017 Fall 2018 Fall 2019 Fall 2020 Total Cred. Hr Production 15901 15864 15479 14961 13385 Total # Courses Offered 407 406 415 396 344 Cred. Hr. by Section 39 39 37 38 39

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Elms College Fact Book 2021

16. Credit Hours Taught by Division/School and Department (Fall 2020) # of Total % of Total UG Undergraduate Course Department by Division/School Courses Hours Credit Hours Business 44 1570 12% Accounting 7 201 2% Business 18 699 5% Economics 3 144 1% Entrepreneurship 1 81 1% Graphic Design 3 81 1% Health service 2 45 <1% Physical Education 8 262 2% Sports Marketing/Management 2 57 <1% Education 19 486 4% Education 17 480 4% English as a Second Language 2 6 <1% Humanities & Fine Arts 60 2523 19% Art 8 270 2% English 11 411 3% History 7 312 2% Inter-disciplinary Study 10 393 3% Irish 1 12 <1% Music 2 39 <1% Philosophy 7 411 3% Religion 8 462 3% Spanish 6 213 2% Natural Sci., Mathematics, and Technology 64 2433 18% Biology 21 808 6% Biomedical Ethics & Humanities 2 81 1% Chemistry 14 561 4% Computer Information Technology 13 366 3% Mathematics 10 477 4% Physics 4 140 1% School of Nursing 62 2833 21% Nursing 62 2833 21% Social Sciences 95 3540 26% Applied Behavior Analysis 1 27 <1% Communication Sciences and Disorders 17 734 5% Criminal Justice 7 261 2% Legal and Paralegal Studies 1 30 <1% Psychology 20 658 5% Social Science Division 10 465 3% Social Work 31 1074 8% Sociology 8 291 2% Grand Totals 344 13385 100%

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Elms College Fact Book 2021

17. Headcount Enrollment by Division/School (Fall Term) The tables to follow summarize unduplicated headcount enrollments by division/school. First, primary major enrollment is shown at both the undergraduate and graduate level sorted by program division/school. (Note: Data is presented based on the major students held on the corresponding census day and degree level as reported to IPEDS. All majors are bachelor’s degree programs unless otherwise noted. Post-baccalaureate pre-medical students are shown as graduates as this is how they were submitted for IPEDS reporting.) Second major enrollments at the undergraduate level are shown next, followed by undergraduate minor enrollments.

Primary Major Enrollment Fall 2016 Fall 2017 Fall 2018 Fall 2019 Fall 2020

Undergraduate Programs (Total) 1188 1174 1151 1123 1030 Enrichment (non-degree) 32 29 23 17 10 Liberal Arts 1 2 3 4 4 Professional Studies 7 7 4 2 1 Undeclared 13 20 18 17 12 Business 172 173 161 154 131 Accounting 26 27 23 30 29 Business 0 1 0 1 0 Entrepreneurship 0 1 2 4 5 Graphic Design 12 14 14 12 10 Health Care Management 35 42 37 23 17 International Studies 3 0 0 0 0 Management 48 42 36 33 25 Management and Marketing 13 8 13 10 9 Marketing 11 11 5 4 5 Social Media 2 1 1 6 5 Sports Management 22 26 30 31 26 Education 92 98 96 84 80 Early Care/Education 12 17 14 11 5 Early Childhood Education 19 8 11 9 15 Education Studies 24 29 26 12 12 Elementary Education 9 20 19 23 21 English Language Learners 1 1 1 0 0 English as a Second Language 0 0 1 3 6 Secondary Education 19 18 16 17 12 Special Needs Education 8 5 8 9 9 Humanities and Fine Arts 21 19 19 20 10 Arts/Fine Arts 1 1 1 1 0 English 9 8 6 6 2 History 5 4 6 7 6 Religious Studies 4 4 4 4 2 Spanish 2 2 2 2 0

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Elms College Fact Book 2021

Primary Major Enrollment (cont.) Fall 2016 Fall 2017 Fall 2018 Fall 2019 Fall 2020 Natural Sci., Math, & Tech. 102 103 104 119 122 Biology 64 70 68 69 68 Chemistry 5 4 5 1 1 Comp Information Tech & Security 29 28 29 34 30 Computer Science 0 0 0 10 16 Comp Information Tech Design 0 0 0 0 0 Mathematical Science 4 1 2 5 7 School of Nursing 412 370 358 348 330 Nursing Education Certificate 0 0 0 0 22 Nursing (Accelerated 2nd Degree) 45 45 44 41 42 Nursing (Traditional) 248 218 208 243 215 RN to BSN 119 107 106 64 51 Social Sciences 336 353 365 358 330 Communication Sciences & Disorders 55 59 51 38 31 Criminal Justice 52 55 48 54 45 Legal/Paralegal Certificates 0 0 4 0 0 Legal Studies 6 6 2 0 0 Paralegal Studies 6 1 0 0 0 Psychology 63 66 57 56 49 Social Work 118 134 159 153 143 Sociology 7 3 3 3 2 Speech Lang. Pathology Certificate 0 0 7 9 17 Speech Lang. Pathology (Associate’s) 2 3 3 7 8 Speech Lang. Pathology (Bachelor’s) 27 26 30 38 35 Non-Degree SLPA Practicum/Obs. 0 0 1 0 0

Undergraduate Headcount Enrollment by Major Division/School and Year (Fall 2016 to Fall 2020) Business Fall 2016 Education Fall 2017 Fall 2018 Humanities/Fine Art. Fall 2019 Fall 2020 Natural Sci., Math, & Tech School of Nursing

Social Sciences

LBA/PRS/UND

Enrichment 0 100 200 300 400 500

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Elms College Fact Book 2021

Primary Major Enrollment Fall 2016 Fall 2017 Fall 2018 Fall 2019 Fall 2020 Graduate Programs (Total) 416 406 380 372 325 Enrichment (non-degree) 15 17 18 16 3 Dual Degree (MSN/MBA) 14 12 7 1 0 Business 53 51 36 37 51 Cert. Financial Planning 0 1 0 0 1 Cert. in Public Accounting 0 0 1 0 0 MBA/Accounting 9 7 6 3 7 MBA/Financial Planning 2 3 5 6 6 MBA/Health Care Innovation 0 0 0 1 2 MBA/Health Care Leadership 22 16 10 9 13 MBA/Lean Entrepreneurship 0 2 1 2 2 MBA/Management 18 18 11 14 13 MS/Accounting & Finance 2 4 2 2 7 Education 142 133 120 104 85 CAGS in Education 10 6 9 10 3 Master Arts in Teaching 61 62 56 45 32 Master of Education 71 65 55 49 50 Humanities and Fine Arts 3 4 7 6 4 Master Applied Theology 3 4 7 6 4 Natural Sci., Math, & Tech. 55 77 91 86 55 MS/Biomedical Science 0 16 29 22 25 Post baccalaureate Premed. 55 61 62 64 30 School of Nursing 107 87 86 110 108 MSN/Nursing Education 14 13 8 10 14 MSN/Nursing & Health Services Mgt. 5 7 6 6 5 MSN/School Nursing 3 4 9 17 27 MSN/Accelerated 5 2 0 0 0 MSN/Business 0 0 0 3 3 DNP/Adult Geron. Acute Care Pract. 23 17 23 18 21 DNP/Family Nurse Practitioner 57 41 32 29 27 DNP/Health Syst. Innov. & Leadership 0 3 4 5 8 Post Grad Cert/Adult Ger. Acute Care 0 0 2 0 1 Post Grad Cert/Nursing Education 0 0 2 22 2 Social Sciences 27 25 17 12 19 MS/Applied Behavior Analysis 0 15 14 11 17 MS/Autism Spectrum 22 7 2 1 1 Cert. Autism Spectrum 4 3 1 0 0 BPS Autism Spectrum (Non-Degree) 0 0 0 0 0 CAGS in Autism Spectrum Disorders 0 0 0 0 1 CAGS in Comm. Sci. Disorders 1 0 0 0 0 *Dual Degree students shown with the School of Nursing in the graphic on the next page.

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Elms College Fact Book 2021

Graduate Headcount Enrollment by Major Division/School and Year (Fall 2016 to Fall 2020)

Business

Education

Humanities/Fine Art.

Natural Sci., Math, & Tech

School of Nursing Fall 2016 Fall 2017 Social Sciences Fall 2018 Fall 2019 Enrichment Fall 2020

0 20 40 60 80 100 120 140 160

Second Major Enrollment Fall 2016 Fall 2017 Fall 2018 Fall 2019 Fall 2020 Undergraduate Programs (Total) 136 117 111 97 68 Liberal Arts 8 4 6 1 1 Business 44 48 46 42 29 Accounting 5 9 10 9 6 Entrepreneurship 0 0 0 1 1 Graphic Design 2 3 3 4 3 Health Care Management 0 1 2 2 1 Int'l Studies/Business 1 1 0 0 0 Management 13 15 16 10 4 Management/Marketing 4 2 0 0 0 Marketing 17 15 13 12 9 Social Media 1 1 0 1 1 Sport Management 1 1 2 3 4 Education 1 1 1 1 2 Early Childhood Education 0 1 0 0 0 Education Studies 0 0 0 0 1 Elementary Education 1 0 0 0 0 Secondary Education 0 0 1 1 1

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Elms College Fact Book 2021

Second Major Enrollment (cont.) Fall 2016 Fall 2017 Fall 2018 Fall 2019 Fall 2020 Humanities and Fine Arts 28 23 17 14 8 Art/Fine Arts 4 2 1 0 0 English 8 8 7 6 3 History 14 10 9 7 4 Religious Studies 0 0 0 1 1 Spanish 2 3 0 0 0 Natural Sci., Math, & Tech. 25 22 19 23 12 Biology 3 4 4 2 1 Chemistry 10 8 4 5 3 Computer Information Tech & Security 4 4 3 3 3 Computer Science 0 0 0 9 2 Digital Communication 0 0 0 0 0 Mathematical Science 7 5 7 4 3 Natural Science 1 1 1 0 0 Social Sciences 30 19 22 16 16 Criminal Justice 3 1 6 5 4 Legal Studies 1 0 0 0 0 Psychology 21 15 10 6 6 Speech Language Pathology 0 0 0 0 1 Social Work 3 3 5 4 3 Sociology 2 0 1 1 2 Undegraduate Headcount Enrollment by Second Major Division/School and Year (Fall 2016 to Fall 2020)

Business

Education

Humanities/Fine Art.

Natural Sci., Math, & Tech Fall 2016 Fall 2017 Social Sciences Fall 2018 Fall 2019 Liberal Arts Fall 2020

0 10 20 30 40 50 60

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Elms College Fact Book 2021

Minor Enrollment Fall 2016 Fall 2017 Fall 2018 Fall 2019 Fall 2020 Undergraduate Programs (Total) 165 168 160 138 98 Business 24 24 30 29 24 Accounting 0 0 0 1 3 Coaching 18 20 26 25 19 Entrepreneurship 0 0 0 1 1 Graphic Design 1 0 0 1 1 Management 5 4 4 1 0 Education 5 0 1 2 2 Education Studies 5 0 1 2 2 Humanities and Fine Arts 50 50 36 28 24 Art 2 5 2 2 3 Asian Studies 6 7 4 3 2 English 1 0 2 1 0 History 3 1 2 1 0 Irish Studies 4 7 3 2 1 Music 7 11 5 5 6 Philosophy 3 1 1 1 1 Religious Studies 1 1 2 1 1 Spanish 20 16 15 12 10 Theatre Studies 3 1 0 0 0 Natural Sci., Math, & Tech. 63 64 67 49 28 Bioethics 36 35 38 19 8 Bioethics & Med. Humanities 0 0 0 11 9 Biology 1 1 3 1 1 Chemistry 6 3 3 3 3 Computer Information Tech 1 0 1 0 0 Computer Science 0 0 0 0 2 Cyber Security 0 0 0 0 4 Digital Forensics 17 20 20 13 0 Mathematical Science 2 5 2 2 1 Social Sciences 23 30 26 30 20 Criminal Justice 9 4 2 2 0 Legal Studies 1 1 4 3 3 Psychology 8 23 19 25 17 Sociology 5 2 1 0 0

Undegraduate Headcount Enrollment by Minor Division/School and Year (Fall 2016 to Fall 2020) Business Fall 2016 Education Fall 2017 Fall 2018 Humanities/Fine Art. Fall 2019 Fall 2020 Natural Sci., Math, & Tech

Social Sciences

0 10 20 30 40 50 60 70 80 27 | Page

Elms College Fact Book 2021

Part IV: Students

18. 12-Month Enrollment and Full-Time Equivalent (FTE) 12-month (July 1 to June 30 of the following year) enrollment and student contact hour information are collected by IPEDS to calculate the 12-month unduplicated headcount and full-time equivalent (FTE) for the reporting period. The “Annual Unduplicated” headcount tallies each student only once for the year (this would include students who were enrolled for any term throughout the year counted only once; i.e. a student enrolled during spring and fall would be counted just once in the unduplicated count.)

There are multiple methods for calculating FTE. Here, full-time equivalent (FTE) is calculated by taking the credit/contact hours generated during the reporting period and dividing by the number of credits a full-time student (at a specific degree level) would be expected to take annually. For full-time undergraduates, the 12-month credit hour expectation is 30 credits; full-time graduates have the credit hour expectation of 24; for full-time students at the doctor level (grouped with graduates in the graphic), the credit hour expectation is 26. Ten years of trend data are provided through academic year 2019-20

12-month Undergrad Grad Academic 12-month Undergrad Grad Doctor Unduplicated Unduplicated Unduplicated Year FTE FTE FTE FTE Headcount Headcount Headcunt 2010-11 1727 1244 483 1119 968 151 2011-12 1855 1318 537 1251 1059 192 2012-13 2008 1469 539 1328 1123 205 2013-14 2082 1535 547 1424 1224 200 2014-15 2069 1592 477 1486 1254 197 35 2015-16 2025 1478 547 1467 1185 227 55 2016-17 1940 1385 555 1391 1106 209 76 2017-18 1873 1321 552 1385 1089 240 56 2018-19 1860 1319 541 1369 1070 248 51 2019-20 1828 1330 498 1353 1059 239 55 *AY 2017-18 reflects values that were updated in the IPEDS Prior Year Revision system during the 2019-20 collection

12-month Stacked Headcount by Degree Level Undergrad Headcount Graduate Headcount 2000

1500 1535 1469 1592 1478 1385 1244 1318 1321 1319 1330 1000

500

483 537 539 547 477 547 555 552 541 498

0 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20

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Elms College Fact Book 2021

19. 12-Month Enrollment by Degree Level and Gender The following table and graph display the annual unduplicated enrollment for the past 10 years broken out by gender and degree level. (UG = Undergraduate Student, GR = Graduate Student; UG and GR Totals are unduplicated headcounts)

Academic Male Female Total Male Female Total Total Year UG UG UG GR GR GR Unduplicated 2010-11 296 948 1244 53 430 483 1727 2011-12 297 1021 1318 84 453 537 1855 2012-13 416 1053 1469 95 444 539 2008 2013-14 420 1115 1535 105 442 547 2082 2014-15 433 1159 1592 94 383 477 2069 2015-16 406 1072 1478 105 442 547 2025 2016-17 402 983 1385 117 438 555 1940 2017-18 390 931 1321 130 422 552 1873 2018-19 367 952 1319 124 417 541 1860 2019-20 364 966 1330 115 383 498 1828

12-Month Stacked Headcount by Degree Level and Gender Male GR Female GR Male UG Female UG

2000 105 94 95 105 117 84 130 442 383 124 115 53 444 442 438 453 422 417 383 1500 430 433 420 416 406 297 402 296 390 367 364 1000 1159 1115 1072 1021 1053 966 948 983 931 952

500

0 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20

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Elms College Fact Book 2021

20. Fall Enrollment Summary by Student Level and FT/PT Status The following is IPEDS reported enrollment data, showing fall student enrollment by student level and full-time/part-time status. As defined by IPEDS, degree/certificate seeking students are “enrolled in courses for credit and recognized by the institution as seeking a degree, certificate, or other formal award”; a first-time student is “a student who has no prior postsecondary experience attending any institution for the first time at the undergraduate level”; transfer-ins are students “entering the reporting institution for the first time but known to have previously attended a postsecondary institution at the same level”; continuing students are “students beyond their first-year and are also not transfer-ins.”

ALL STUDENTS Fall 2016 Fall 2017 Fall 2018 Fall 2019 Fall 2020 Total 1604 1580 1531 1495 1355 Undergraduate 1188 1174 1151 1123 1030 Degree/certificate seeking 1155 1142 1127 1106 1020 First-time 164 173 145 180 124 Transfer-ins 198 260 256 247 196 Continuing 793 709 726 679 700 Nondegree/certificate seeking 33 32 24 17 10 Graduate 416 406 380 372 325 FULL-TIME STUDENTS Fall 2016 Fall 2017 Fall 2018 Fall 2019 Fall 2020 Total 1050 1076 1112 1097 987 Undergraduate 954 973 1003 997 881 Degree/certificate seeking 953 971 1000 996 880 First-time 163 173 141 178 121 Transfer-ins 151 190 199 201 144 Continuing 639 608 660 617 615 Nondegree/certificate seeking 1 2 3 1 1 Graduate 96 103 109 100 106 PART-TIME STUDENTS Fall 2016 Fall 2017 Fall 2018 Fall 2019 Fall 2020 Total 554 504 419 398 368 Undergraduate 234 201 148 126 149 Degree/certificate seeking 202 171 127 110 140 First-time 1 0 4 2 3 Transfer-ins 47 70 57 46 52 Continuing 154 101 66 62 85 Nondegree/certificate seeking 32 30 21 16 9 Graduate 320 303 271 272 219

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Elms College Fact Book 2021

21. Fall Enrollment by Degree Level, Gender, and Race/Ethnicity Undergraduate Enrollment: MEN Fall 2016 Fall 2017 Fall 2018 Fall 2019 Fall 2020 Non-Resident Alien 5 6 0 1 0 Hispanic 33 42 36 39 37 American Indian 0 0 0 0 0 Asian/Pac Islander 6 9 7 8 8 Black, Non-Hispanic 39 41 38 29 29 Hawaiian, Pac. Islander 0 0 0 0 0 White, Non-Hispanic 140 149 152 124 106 Two or more races 0 0 0 4 4 Unknown 78 60 50 70 54 Total 301 307 283 275 238 WOMEN Fall 2016 Fall 2017 Fall 2018 Fall 2019 Fall 2020 Non-Resident Alien 4 2 6 5 3 Hispanic 106 117 121 111 112 American Indian 3 3 1 3 4 Asian/Pac Islander 17 16 15 15 16 Black, Non-Hispanic 48 62 78 58 65 Hawaiian, Pac. Islander 0 0 0 1 0 White, Non-Hispanic 520 500 476 442 407 Two or more races 0 0 0 16 20 Unknown 189 167 171 197 165 Total 887 867 868 848 792 GRAND TOTAL 1188 1174 1151 1123 1030 Diversity Trend Among Undergraduate Students (Fall 2016 to Fall 2020) Non-Resident Alien Black, Non-Hisp Other Hispanic White, Non-Hisp Unknown 100% 7% 9% 10% 8% 9% 90% 2% 2% 2% 4% 5% 12% 14% 80% 14% 13% 14% 70% 60% 50% 56% 55% 55% 50% 50% 40% 30% 20% 10% 22% 19% 19% 24% 21% 0% Fall 2016 Fall 2017 Fall 2018 Fall 2019 Fall 2020

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Elms College Fact Book 2021

Graduate Enrollment: MEN Fall 2016 Fall 2017 Fall 2018 Fall 2019 Fall 2020 Non-Resident Alien 2 1 0 3 1 Hispanic 5 7 4 6 8 American Indian 0 0 0 0 0 Asian/Pac Islander 2 4 5 6 10 Black, Non-Hispanic 8 13 13 10 9 Hawaiian, Pac. Islander 0 0 0 0 0 White, Non-Hispanic 37 39 35 30 21 Two or more races 0 0 0 1 2 Unknown 29 28 30 26 13 Total 83 92 87 82 64 WOMEN Fall 2016 Fall 2017 Fall 2018 Fall 2019 Fall 2020 Non-Resident Alien 4 3 4 4 4 Hispanic 22 19 24 13 17 American Indian 1 3 1 0 1 Asian/Pac Islander 9 10 9 13 9 Black, Non-Hispanic 15 17 19 15 33 Hawaiian, Pac. Islander 0 0 0 0 0 White, Non-Hispanic 159 157 133 82 107 Two or more races 0 0 0 3 5 Unknown 123 105 103 160 85 Total 333 314 293 290 261 GRAND TOTAL 416 406 380 372 325

Diversity Trend Among Graduate Students (Fall 2016 to Fall 2020) Non-Resident Alien Black, Non-Hisp Other Hispanic White, Non-Hisp Unknown 100% 6% 7% 8% 7% 3% 13% 90% 4% 4% 6% 6% 6% 80% 7% 5% 8% 8% 70% 30% 60% 47% 48% 44% 50% 39% 40% 30% 50% 20% 37% 33% 35% 30% 10% 0% Fall 2016 Fall 2017 Fall 2018 Fall 2019 Fall 2020

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Elms College Fact Book 2021

Total Student Enrollment: MEN Fall 2016 Fall 2017 Fall 2018 Fall 2019 Fall 2020 Non-Resident Alien 7 7 0 4 1 Hispanic 38 49 40 45 45 American Indian 0 0 0 0 0 Asian/Pac Islander 8 13 12 14 18 Black, Non-Hispanic 47 54 51 39 38 Hawaiian, Pac. Islander 0 0 0 0 0 White, Non-Hispanic 177 188 187 154 127 Two or more races 0 0 0 5 6 Unknown 107 88 80 96 67 Total 384 399 370 357 302 WOMEN Fall 2016 Fall 2017 Fall 2018 Fall 2019 Fall 2020 Non-Resident Alien 8 5 10 9 7 Hispanic 128 136 145 124 129 American Indian 4 6 2 3 5 Asian/Pac Islander 26 26 24 28 25 Black, Non-Hispanic 63 79 97 73 98 Hawaiian, Pac. Islander 0 0 0 1 0 White, Non-Hispanic 679 657 609 524 514 Two or more races 0 0 0 19 25 Unknown 312 272 274 357 250 Total 1220 1181 1161 1138 1053 GRAND TOTAL 1604 1580 1531 1495 1355 Diversity Trend Among All Students (Fall 2016 to Fall 2020) Non-Resident Alien Black, Non-Hisp Other Hispanic White, Non-Hisp Unknown 100% 7% 8% 10% 7% 10% 90% 2% 3% 2% 5% 10% 6% 80% 12% 12% 11% 13% 70% 60% 53% 50% 45% 53% 52% 47% 40% 30% 20% 30% 10% 26% 23% 23% 23% 0% Fall 2016 Fall 2017 Fall 2018 Fall 2019 Fall 2020

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Elms College Fact Book 2021

22. Headcount Enrollment and FTE by Degree Level Fall Semester: Full-time undergraduate students are defined as carrying 12 or more credits during the semester. Part-time undergraduates are defined as carrying 11 or less credits during the semester. Full- time graduate students are defined as carrying 9 or more credits during the semester. Part-time graduates are defined as carrying 8 or less credits during the semester. Undergraduate and graduate enrollment status in this section is as of the official fall census reporting date (and submitted to IPEDS in the fall enrollment survey.) Full-time equivalent (FTE) may be calculated in many different ways. Here, FTE is calculated with the “1/3 method”, which is the number of full time students plus one-third of the part time students for each degree level.

Undergraduate Graduate All Students TERM FT PT Total FTE FT PT Total FTE Total FTE Fall 2011 885 308 1193 988 16 260 276 103 1469 1090 Fall 2012 934 334 1268 1045 17 291 308 114 1576 1159 Fall 2013 1006 341 1347 1120 15 316 331 120 1678 1240 Fall 2014 1005 366 1371 1127 35 311 346 139 1717 1266 Fall 2015 969 342 1311 1083 61 340 401 174 1712 1257 Fall 2016 954 234 1188 1032 96 320 416 203 1604 1235 Fall 2017 973 201 1174 1040 103 303 406 204 1580 1244 Fall 2018 1003 148 1151 1052 109 271 380 199 1531 1252 Fall 2019 997 126 1123 1039 100 272 372 191 1495 1230 Fall 2020 881 149 1030 931 106 219 325 179 1355 1110

Fall Headcount by Degree Level and Status UG FT UG PT GRFT GR PT 1800 1600 346 311 340 291 320 303 1400 260 15 35 61 271 272 17 96 219 1200 16 341 366 103 109 100 334 342 308 234 201 148 126 106 1000 149 800 600 934 1006 1005 969 954 973 1003 997 400 885 881 200 0 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020

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Elms College Fact Book 2021

Spring Semester: Spring semester data are shown as census day and includes the number of students enrolled in spring term classes plus those students enrolled in intersession courses actively running as of the census date. The same FTE “1/3 methodology” is used here for the FTE calculations.

Undergraduate Graduate All Students TERM FT PT Total FTE FT PT Total FTE Total FTE Spring 2012 862 296 1158 961 22 282 304 116 1462 1077 Spring 2013 910 343 1253 1024 37 279 316 130 1569 1154 Spring 2014 963 335 1298 1075 53 323 376 161 1674 1235 Spring 2015 989 324 1313 1097 39 306 345 141 1658 1238 Spring 2016 946 308 1254 1049 111 283 394 205 1648 1254 Spring 2017 908 242 1150 989 125 288 413 221 1563 1210 Spring 2018 911 206 1117 980 121 283 404 215 1521 1195 Spring 2019 889 202 1091 956 114 263 377 202 1468 1158 Spring 2019 876 225 1101 951 104 225 329 179 1430 1130 Spring 2020 795 194 989 860 136 197 333 202 1322 1061

Spring Headcount by Degree Level and Status 1800 UG FT UG PT GRFT GR PT 1600 323 306 283 279 1400 288 283 282 53 39 263 37 111 225 1200 125 121 197 22 335 324 114 104 343 308 136 1000 296 242 206 202 225 194 800

600 989 910 963 946 908 911 889 400 862 876 795

200

0 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021

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Elms College Fact Book 2021

23. Student Demographics and Other Characteristics Characteristics of all Undergraduates: The following summarizes undergraduate characteristics and demographic trends over five years. Data is as of the Fall census date each academic year. “Undergraduates” here include all students reported to IPEDS at the undergraduate level enrolled for credit at all site locations on the census day. First-generation data is determined by FAFSA information indicating parents’ highest level of education.

All Undergraduates Fall 2016 Fall 2017 Fall 2018 Fall 2019 Fall 2020 Total Undergraduates 1188 1174 1151 1123 1030 Full-time (>=12 credits) 954 80% 973 83% 1003 87% 997 88% 881 86% Part-time (<12 credits) 234 20% 201 17% 148 13% 126 11% 149 15% Gender 2016 2017 2018 2019 2020 Male 301 25% 307 26% 283 25% 275 25% 238 23% Female 887 75% 867 74% 868 75% 848 75% 792 77% Student Age 2016 2017 2018 2019 2020 Average Student Age 26 26 26 26 25 24 and under 783 66% 790 67% 773 67% 770 69% 700 70% 25 and over 405 34% 384 33% 377 33% 347 31% 304 30% Race/Ethnicity 2016 2017 2018 2019 2020 Non-Resident Alien 9 1% 8 1% 6 1% 6 1% 3 <1% Hispanic 139 12% 159 14% 157 14% 150 13% 149 15% American Indian 3 <1% 3 <1% 1 <1% 3 <1% 4 <1% Asian/Pac Islander 23 2% 25 2% 22 2% 23 2% 24 2% Black, Non-Hispanic 87 7% 103 9% 116 10% 87 8% 94 9% Hawaiian, Pac. Islander 0 0% 0 0% 0 0% 1 <1% 0 0% White, Non-Hispanic 660 56% 649 55% 628 55% 566 50% 513 50% Two or more races 0 0% 0 0% 0 0% 20 2% 24 2% Unknown 267 22% 227 19% 221 19% 267 24% 219 21% First-Generation Status 2016 2017 2018 2019 2020 First-Generation Student 402 34% 405 35% 421 37% 361 32% 360 35% Not First-Generation 605 51% 591 50% 549 48% 591 53% 536 52% First-Generation Status Unknown 181 15% 178 15% 181 16% 171 15% 134 13% PELL Grant Recipients 2016 2017 2018 2019 2020 PELL Recipient 529 45% 549 47% 517 45% 477 43% 433 42% Not PELL Recipient 659 55% 625 53% 634 55% 646 57% 597 58% Home State 2016 2017 2018 2019 2020 Massachusetts 932 78% 898 77% 859 75% 812 72% 739 72% Connecticut 169 14% 179 15% 187 16% 174 16% 154 15% New York 18 2% 11 1% 9 1% 12 1% 11 1% Rhode Island 6 1% 8 1% 7 1% 8 1% 6 1% 7 1% 8 1% 8 1% 12 1% 11 1% Vermont 12 1% 12 1% 10 1% 10 1% 10 1% Other 44 4% 58 5% 71 6% 95 8% 99 10%

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All Undergraduates (cont.) Fall 2016 Fall 2017 Fall 2018 Fall 2019 Fall 2020 Total Undergraduates 1188 1174 1151 1123 1030 Athletics 2016 2017 2018 2019 2020 Total Athletes (Unduplicated) 230 19% 223 19% 242 21% 241 22% 194 19% (as % of Total Athletes) 30 13% 23 10% 27 11% 19 8% 29 15% Men’s (as % of Total Athletes) 17 7% 17 8% 17 7% 15 6% 14 7% Women’s Basketball (as % of Total Athletes) 14 6% 14 6% 18 7% 21 9% 15 8% (as % of Total Athletes) 20 9% 16 7% 18 7% 11 5% 14 7% (as % of Total Athletes) 7 3% 10 4% 8 3% 6 2% 4 2% (as % of Total Athletes) 16 7% 21 9% 17 7% 15 6% 13 7% Men’s Soccer (as % of Total Athletes) 22 10% 20 9% 21 9% 21 9% 20 10% Women’s Soccer (as % of Total Athletes) 28 12% 27 12% 21 9% 26 11% 26 13% (as % of Total Athletes) 14 6% 18 8% 18 7% 19 8% 16 8% (as % of Total Athletes) 19 8% 23 10% 33 14% 34 14% 14 7% Men’s (as % of Total Athletes) 13 6% 12 5% 11 5% 16 7% 11 6% Women’s Volleyball (as % of Total Athletes) 9 4% 11 5% 21 9% 17 7% 14 7% Cross-Country (as % of Total Athletes) 8 3% 14 6% 13 5% 16 7% 13 7% Track and Field (as % of Total Athletes) 15 7% 29 13% 11 5% 17 7% 4 2% Residence* 2016 2017 2018 2019 2020 Total Residents 363 31% 370 32% 369 32% 358 32% 193 19% Male (as % of Total Residents) 124 34% 128 35% 120 33% 117 33% 64 33% Female (as % of Total Residents) 239 66% 242 65% 249 68% 241 67% 129 67% First Years (as % of Total Residents) 109 30% 116 31% 99 27% 111 31% 49 25% Athletes (as % of Total Residents) 181 50% 191 52% 180 49% 168 47% 109 57% Campus Distribution 2016 2017 2018 2019 2020 Main (Elms) 920 77% 860 73% 808 70% 819 73% 726 71% Off-Site or Online Programs 268 23% 314 27% 343 30% 304 27% 304 30% Asnuntuck Community College - - 12 1% 20 2% 14 1% 15 2% Berkshires (BMC; BCC) 53 5% 44 4% 46 4% 48 4% 25 2% Episcopal University of Haiti ------22 2% Greenfield Community College 34 3% 44 4% 40 4% 33 3% 28 3% Holyoke Community College 82 7% 81 7% 64 6% 39 4% 33 3% Mt. Wachusett Community College 22 2% 33 3% 26 2% 20 2% 17 2% Online Programs 27 2% 40 3% 49 4% 70 6% 89 9% Quinsigamond Community College 8 1% 0 0% 16 1% 11 1% 14 1% Springfield Tech. Community College 42 4% 60 5% 82 7% 69 6% 61 6% Enrollment by Program Division/School 2016 2017 2018 2019 2020 Business 178 14% 173 15% 161 14% 154 14% 131 13% Education 92 8% 98 8% 96 8% 84 7% 80 8% Humanities & Fine Arts 21 2% 19 2% 19 2% 20 2% 10 1% Natural Sci., Mathematics, & Technology** 102 9% 103 9% 104 9% 119 11% 122 12% School of Nursing 412 35% 370 32% 358 31% 348 31% 330 32% Social Sciences 336 28% 353 30% 365 32% 358 32% 330 32% Undeclared, Prof. Studies, Liberal Arts 21 2% 29 3% 25 2% 23 2% 17 2% Enrichment 32 3% 29 3% 23 2% 17 2% 10 1% *Resident totals for Fall 2020 were significantly affected by the COVID-19 pandemic. **PPS students shown as graduate level.

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Characteristics of First-Time Full-Time Undergraduates: First-time full-time degree-seeking undergraduates are students entering the institution for the first time who are enrolled in a degree program; they have no prior attendance at any other institution. These students make up a “cohort” as they enter each fall term. First-generation data is determined by FAFSA information indicating parents’ highest level of education.

First Time Full-Time Fall 2016 Fall 2017 Fall 2018 Fall 2019 Fall 2020 Undergraduate Cohort Cohort Cohort Cohort Cohort Cohort Total in the Cohort 163 173 141 178 121 Gender 2016 2017 2018 2019 2020 Male 46 28% 54 31% 38 27% 41 23% 30 25% Female 117 72% 119 69% 103 73% 137 77% 91 75% Resident Status* 2016 2017 2018 2019 2020 Resident 109 67% 116 67% 99 70% 111 62% 49 41% Commuter 54 33% 57 33% 42 30% 67 38% 72 60% Athlete Status 2016 2017 2018 2019 2020 Athlete 79 48% 73 42% 61 43% 46 26% 41 34% Non-Athlete 84 52% 100 58% 80 57% 132 74% 80 66% Home State 2016 2017 2018 2019 2020 Massachusetts 111 68% 111 64% 94 67% 119 67% 95 79% Connecticut 38 23% 36 21% 37 26% 44 25% 19 16% New York 0 0% 2 1% 0 0% 0 0% 1 1% Rhode Island 1 1% 2 1% 1 1% 1 1% 1 1% New Hampshire 1 1% 2 1% 3 2% 2 1% 1 1% Vermont 0 0% 2 1% 0 0% 2 1% 0 0% Other 12 7% 18 10% 6 4% 10 6% 4 3% Race/Ethnicity 2016 2017 2018 2019 2020 Non-Resident Alien 0 0% 0 0% 1 1% 0 0% 0 0% Hispanic 31 19% 28 16% 18 13% 32 18% 26 21% American Indian 0 0% 0 0% 0 0% 2 1% 0 0% Asian/Pac Islander 3 2% 6 4% 2 1% 5 3% 4 3% Black, Non-Hispanic 10 6% 20 12% 15 11% 12 7% 12 10% Hawaiian, Pac. Islander 0 0% 0 0% 0 0% 0 0% 0 0% White, Non-Hispanic 110 67% 111 64% 98 70% 103 58% 71 59% Two or more races 0 0% 0 0% 0 0% 7 4% 5 4% Unknown 9 6% 8 5% 7 5% 17 10% 3 2% SAT Scores** (concorded to new format) 2016 2017 2018 2019 2020 Total With SAT Scores Available 151 93% 163 94% 129 92% 155 87% 71 59% Ev. Based Reading/Writing: 600 to 800 30 20% 19 12% 24 19% 31 20% 16 23% Ev. Based Reading/Writing: 400 to 599 115 76% 139 85% 101 78% 122 79% 53 75% Ev. Based Reading/Writing: Less than 400 6 4% 5 3% 4 3% 2 1% 2 3% *Resident totals for Fall 2020 were significantly affected by the COVID-19 pandemic. **College converted to SAT optional beginning with the Fall 2020 admissions period.

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First Time Full-Time Fall 2016 Fall 2017 Fall 2018 Fall 2019 Fall 2020 Undergraduate Cohort (cont.) Cohort Cohort Cohort Cohort Cohort Total in the Cohort 163 173 141 178 121 SAT Scores (cont.) 2016 2017 2018 2019 2020 Mathematics: 600 to 800 13 8% 18 11% 18 14% 18 12% 13 18% Mathematics: 400 to 599 129 84% 133 82% 104 81% 130 84% 56 79% Mathematics: Less than 400 11 7% 12 7% 7 5% 7 5% 2 3% High School GPA 2016 2017 2018 2019 2020 Total Submitting High School GPA 163 100% 172 99% 138 98% 175 98% 118 98% Greater than 3.49 67 41% 68 40% 60 43% 92 53% 54 46% 3.0 to 3.49 55 34% 56 33% 39 28% 47 27% 38 32% 2.5 to 2.99 27 17% 28 16% 25 18% 23 13% 19 16% 2.0 to 2.49 11 7% 18 10% 12 9% 11 6% 6 5% Less than 2.0 3 2% 2 1% 2 1% 2 1% 1 1% First Generation Status 2016 2017 2018 2019 2020 First Generation 58 36% 54 31% 50 36% 51 29% 44 36% Not First Generation 98 60% 112 65% 85 60% 120 67% 68 56% Unknown 7 4% 7 4% 6 4% 7 4% 9 7% PELL Grant Recipients 2016 2017 2018 2019 2020 PELL Recipient 80 49% 85 49% 55 39% 73 41% 64 53% Not PELL Recipient 83 51% 88 51% 86 61% 105 59% 57 47% Enrollment by Program Division/School 2016 2017 2018 2019 2020 Business 21 13% 25 14% 21 15% 24 13% 20 17% Education 17 10% 18 10% 16 11% 10 6% 13 11% Humanities & Fine Arts 2 1% 0 0% 3 2% 2 1% 1 1% Natural Sci., Mathematics, & Technology 16 10% 25 14% 18 13% 21 12% 21 17% School of Nursing 69 42% 51 30% 48 34% 79 44% 37 31% Social Sciences 28 17% 43 25% 22 16% 31 17% 20 17% Undeclared or Liberal Arts 10 6% 11 6% 13 9% 11 6% 9 7%

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Characteristics of all Graduate Students: “Graduates” here include all students reported to IPEDS at the graduate level enrolled for credit at all site locations on the census day. Note that post-baccalaureate pre-medical students are reported as graduate level students. Other graduate level programs include those pursuing master’s degrees, post-master’s certificates, doctoral degrees, or enrichment students taking courses at the graduate level.

Fall Fall Fall Fall Fall All Graduates 2016 2017 2018 2019 2020 Total Graduates 416 406 380 372 325 Full-time (>=9 credits) 96 23% 103 25% 109 29% 100 27% 106 33% Part-time (<9 credits) 320 77% 303 75% 271 71% 272 73% 219 67% Gender 2016 2017 2018 2019 2020 Male 83 20% 92 23% 87 23% 82 22% 64 20% Female 333 80% 314 77% 293 77% 290 78% 261 80% Student Age 2016 2017 2018 2019 2020 Average Student Age 35 34 33 33 34 29 and under 188 45% 205 50% 200 53% 177 48% 145 45% 30 and over 228 55% 201 50% 180 47% 165 44% 173 53% Race/Ethnicity 2016 2017 2018 2019 2020 Non-Resident Alien 6 1% 4 1% 4 1% 7 2% 5 2% Hispanic 27 6% 26 6% 28 7% 19 5% 25 8% American Indian 1 <1% 3 1% 1 <1% 0 0% 1 <1% Asian/Pac Islander 11 3% 14 3% 14 4% 19 5% 19 6% Black, Non-Hispanic 23 6% 30 7% 32 8% 25 7% 42 13% Hawaiian, Pac. Islander 0 0% 0 0% 0 0% 0 0% 0 0% White, Non-Hispanic 196 47% 196 48% 168 44% 112 30% 128 39% Two or more races 0 0% 0 0% 0 0% 4 1% 7 2% Unknown 152 37% 133 33% 133 35% 186 50% 98 30% Home State 2016 2017 2018 2019 2020 Massachusetts 364 88% 335 83% 297 78% 283 76% 251 77% Connecticut 22 5% 27 7% 25 7% 21 6% 29 9% Other 30 7% 44 11% 58 15% 68 18% 45 14% Enrollment by Program Division/School 2016 2017 2018 2019 2020 Business 53 13% 51 13% 36 10% 37 10% 51 16% Education 142 34% 133 33% 120 32% 104 28% 85 26% Humanities & Fine Arts 3 1% 4 1% 7 2% 6 2% 4 1% Natural Sci., Mathematics, & Technology* 55 13% 77 19% 91 24% 86 23% 55 17% School of Nursing 121 29% 99 24% 91 24% 111 30% 108 33% Social Sciences 27 6% 25 6% 17 5% 12 3% 19 6% Enrichment 15 4% 17 4% 18 5% 16 4% 3 1% *PPS Students submitted to IPEDS as graduates

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Part V: Admissions and Freshmen Profile 24. Trends in Admissions Activity “Applications” is the (gross) total of applications submitted. “Admissions” is the (gross) total of students offered admission. “Total enrolled” is the (net) total enrolled at the college as of the fall censes date that year. “Percent admitted” is the total admissions divided by the total applications. “Percent admitted” to enrolled (also called “yield”) is the net enrolled divided by the total students offered admission. Traditional Undergraduate Admissions Activity: The following displays the trend in traditional undergraduate admissions activity from Fall 2016 through Fall 2020. “Traditional” undergraduates here include first-time full-time and first-time part-time freshmen as well as full-time transfers. First-Time Freshmen data reflect IPEDS reported values for the corresponding time period. Traditional transfers include transfer students enrolled in programs at the main campus (not in continuing education programs but including the accelerated nursing program); activity is calculated using fall census files from the corresponding term.

Fall 2016 Fall 2017 Fall 2018 Fall 2019 Fall 2020 Applications First-Time Freshmen 684 868 1085 875 1479 Transfers (full time) 261 256 388 391 348 Admissions First-Time Freshmen 523 690 732 657 1032 Transfers (full time) 143 147 175 168 131 Percent Admitted First-Time Freshmen 76% 79% 67% 75% 70% Transfers (full time) 55% 57% 45% 43% 38% Total Enrolled First-Time Freshmen 164 173 145 180 124 Transfers (full time) 69 73 80 90 63 Percent Admitted to Enrolled First-Time Freshmen 31% 25% 20% 27% 12% Transfers (full time) 48% 50% 46% 54% 48% Traditional Student Admissions Activity (Fall 2016 to Fall 2020) 2000 FT Freshmen Transfers 348 1500 388 391 131 1000 256 261 175 147 168 1479 143 1085 1032 500 868 875 684 690 732 657 523 90 69 73 80 63 164 173 145 180 124 0 app acc enr app acc enr app acc enr app acc enr app acc enr Fall 2016 Fall 2017 Fall 2018 Fall 2019 Fall 2020

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Non-Traditional Undergraduate and Graduate Student Admissions Activity: The following displays the trend in non-traditional undergraduate and graduate student admissions activity from Fall 2016 through Fall 2020. Non-traditional Undergraduates include not-first-time part-time and degree-completion undergraduates. Graduate level includes any student in a program above the undergraduate level (i.e. post-bacc pre-med, master’s, ). Since these programs do not follow the same traditional enrollment semester schedule, admission activity is calculated using the end of fall term totals (rather than census totals) as some admitted students will enroll in a fall session commencing after the census date.

Fall 2016 Fall 2017 Fall 2018 Fall 2019 Fall 2020 Applications Non-traditional Undergraduates 310 457 385 401 404 Graduates 184 276 287 310 351 Admissions Non-traditional Undergraduates 243 332 258 260 250 Graduates 169 220 207 187 174 Percent Admitted Non-traditional Undergraduates 78% 73% 67% 65% 62% Graduates 92% 80% 72% 60% 50% Total Enrolled Non-traditional Undergraduates 158 216 172 161 139 Graduates 103 155 119 133 111 Percent Admitted to Enrolled Non-traditional Undergraduates 65% 65% 67% 62% 56% Graduates 61% 70% 57% 71% 64% *PPS students have been included here as “Graduates” for all fall admissions terms.

Non-traditional and Graduate Student Admissions Activity (Fall 2016 to Fall 2020) 800 Non-Traditional Undergraduate Graduate 700

600 276 351 310 287 500 220 400 184 207 187 169 174 300 155 457 119 133 200 103 385 401 404 111 310 332 243 258 260 250 100 216 158 172 161 139 0 app acc enr app acc enr app acc enr app acc enr app acc enr Fall 2016 Fall 2017 Fall 2018 Fall 2019 Fall 2020

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25. Test Scores of First-Time Undergraduates The following displays the trend among SAT and ACT scores for newly enrolled first-time degree/certificate-seeking undergraduate students as reported to IPEDS under the Admission Component (note: scores are reported for both full-time and part-time newly enrolled first-time degree/certificate-seeking undergraduates.) In 2016 a new version of the SAT test was introduced, consisting of two sections: mathematics and evidence-based reading and writing (EBRW). The new scoring ranges are 200-800 for each section for a potential overall total of 1600 points. IPEDS began collecting SAT scores in the new format starting with the Fall 2017 cohort. For comparison purposes, the “old” scores for the Fall 2016 cohort have been concorded to the new scoring format. Note, that beginning with the Fall 2020 admissions cycle, the college became “test optional”, not requiring prospective students to submit SAT/ACT scores:

Fall 2016 Fall 2017 Fall 2018 Fall 2019 Fall 2020

Cohort Cohort Cohort Cohort Cohort Total enrolled (full and part-time) 164 173 145 180 124 SAT Math # Submissions 153 163 127 155 71 25th Percentile 460 470 490 480 500 75th Percentile 550 560 590 560 580 SAT EBRW # Submissions 151 163 127 155 71 25th Percentile 480 460 480 490 500 75th Percentile 580 570 580 570 590 ACT Composite # Submissions 26 15 10 14 3 25th Percentile 19 17 18 18 21 75th Percentile 23 25 23 24 24 SAT Score Trends of First-Time Undergraduates (Fall 2016 to Fall 2020) 650 (Visualization of 25, 50, 75th percentile distribution for first-time students) SAT Math SAT EBRW 600

550

500

450

400 Fall 2016 Fall 2017 Fall 2018 Fall 2019 Fall 2020

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26. Beginning College Survey of Student Engagement (BCSSE) Elms College participates annually in the Beginning College Survey of Student Engagement. The survey prompts entering college students to reflect on their high school experiences and expectations for their first year of college. The following language and data summary are taken from the BCSSE web site and BCSSE 2020 Institutional Report: BCSSE collects data about entering college students' high school academic and co- curricular experiences, as well as their expectations for participating in educationally purposeful activities during the first college year. BCSSE administration usually takes place prior to the start of fall classes and is designed to be paired with a NSSE administration at the end of the first college year, providing an in-depth understanding of first-year student engagement on your campus. BCSSE, specifically, focuses on assessing (1) the time and effort entering, first-year students devoted to educationally purposeful activities in high school and expect to devote to during their first year of college, and (2) what these entering first-year students expect their institutions to provide them regarding opportunities and emphasis. Among the class of 2024, there were 45 BCSSE survey participants. (Note, that this administration yielded a lower participation rate due to COVID-19.) The following highlights responses to select survey questions, categorized by scale item.

Student Background Information (High School) 97% of students previously attended public high school. 0% attended a private, religiously-affiliated high school. 23% responded that most of their high school grades were either a “B” or “B+”. 65% said most of their high school grades were “A-” or higher. 66% of students had taken at least one advanced placement course in high school. 80% worked for pay (at least 1-5 hours a week) during their last year of high school. felt that course work in the last year of high school “very much” or “quite often” challenged 36% them to do their best work. expect to work for pay (at least 1-5 hours a week) on- or off-campus in the coming school 91% year. Quantitative Reasoning (High School) said they “often” or “very often” reached conclusions based on their own analysis of 54% numerical information (numbers, graphs, statistics, etc.) said they “often” or “very often” used numerical information to examine real-world 41% problems/issues (unemployment, climate change, public health, etc.) said they “often” or “very often” evaluated what others have concluded from numerical 51% information. Learning Strategies (High School) 69% said they “often” or “very often” reviewed their notes after class. Collaborative Learning (Expectations) 47% expect to ask another student to help them understand course material “often” or “very often”.

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69% expect to work with other students on course projects or assignments. Student-Faculty Interaction (Expectations) 69% expect to talk about career plans with a faculty member “often” or “very” often . Discussions with Diverse Others (Expectations) 89% expect to have discussions with people of a race/ethnicity other than their own. 91% expect to have discussions with people from a different economic background. Academic Perseverance (Expectations - scales of 1-6; 6 being very certain, 1 being not at all certain) responded with 5 or 6 to feeling certain they will ask instructors for help when struggling with 54% a course assignment. Academic Difficulty (Expectations - scales of 1-6; 6 being very difficult, 1 being not at all difficult) 49% responded with 5 or 6 to expecting it to be difficult to pay college expenses. 69% responded with a 1, 2, or 3 to expecting difficulty making new friends. 86% responded with a 1, 2, or 3 to expecting difficulty interacting with faculty. Academic Preparation (Perceived - scales of 1-6; 6 being very prepared, 1 being not at all prepared) 86% responded with a 4, 5, or 6 to feeling prepared to write clearly and effectively. 69% responded with a 4, 5, or 6 to feeling prepared to speak clearly and effectively. 74% responded with a 4, 5, or 6 to feeling prepared to think critically and analytically. responded with a 4, 5, or 6 to feeling prepared to analyze numerical and statistical 71% information. 83% responded with a 4, 5, or 6 to feeling prepared to learn effectively on their own. Campus Environment (Importance- scales of 1-6; 6 being very important, 1 being not important) responded with a 5 or 6 for importance of the institution providing support to help students 83% succeed academically. responded with a 5 or 6 for importance of the institution providing help to manage non- 65% academic responsibilities (work, family, etc.) responded with a 5 or 6 for importance of the institution providing opportunities to be 59% involved socially. responded with a 5 or 6 for importance of the institution providing opportunities to attend 68% campus activities and events. responded with a 5 or 6 for importance of the institution providing learning support services 65% (tutoring services, writing center, etc.) Other Student Information (College) 76% are using support from parents or relatives to pay for education expenses. 71% are using loans to pay for education expenses. 91% are using grants or scholarships to pay for education expenses. 62% are using employment on or off campus to pay for education expenses 76% are using personal savings or other sources to pay for education expenses. 74% of students indicated Elms College was their first choice. 21% of students indicated Elms college was their second choice.

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Part VI: Outcomes 27. Retention and Persistence The following summarizes retention/persistence rates of first-time, full-time degree-seeking undergraduates as submitted to IPEDS. As defined by IPEDS, “retention rates measure the percentage of first-time students who are seeking bachelor’s degrees who return to the institution to continue their studies the following fall.” The graphic below displays the Fall 2019 cohort retention to Fall 2020 by select subgroups. Retention Rates for First-Time Full-Time Cohort Sub-Groups (Fall 2019 Cohort Fall-to-Fall Retention)

Overall 79%

Women 82% Men 68%

85% Commuter Resident 76%

82% Not First Generation First Generation 75%

84% Not PELL Recipient PELL Recipient 73%

79% Not Athlete Athlete 80%

82% White, Non-Hispanic Ethnic Minorities 72%

0% 20% 40% 60% 80% 100%

Trend of Elms’ Full-Time Cohort Fall-to-Fall Retention Against IPEDS Peer Group Median The college has identified and grouped 24 institutions with similar enrollment, geographic, and demographic characteristics to serve as a peer comparison group. The following displays the trend of Elms’ full-time cohort retention rate compared with the median of the peer group. (Note: Most recent comparison data is available up to the Fall 2018 cohort as peer comparisons are not yet available for the Fall 2019 cohort.)

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Retention Rate for First-Time Full-Time Cohorts Elms (IPEDS Reported Data: Fall 2014-2018 Cohorts) College 100% Peer Group 82% 81% 84% 82% 79% (n=24) 74% 73% 80% 72% 72% 70%

60%

40%

20%

0% Fall 2014 Fall 2015 Fall 2016 Fall 2017 Fall 2018 Cohort Cohort Cohort Cohort Cohort

Semester-to-Semester Retention Rates for Full-Time Cohorts Internally, retention is also tracked from semester to semester. The following graphic shows the semester-to-semester retention trends of first-time full-time cohorts from Fall 2014 through Fall 2020. Retention is determined as of the respective census date each semester.

Num. Cohort 2nd 3rd 4th 5th 6th 7th 8th Cohort (Retention %) Semester Semester Semester Semester Semester Semester Semester Fall 2014 187 (100%) 175 (94%) 153 (82%) 141 (75%) 132 (71%) 128 (68%) 126 (67%) 120 (64%) Fall 2015 182 (100%) 164 (90%) 148 (81%) 140 (77%) 135 (74%) 131 (72%) 128 (70%) 120 (66%) Fall 2016 163 (100%) 153 (94%) 137 (84%) 131 (80%) 128 (79%) 126 (77%) 123 (76%) 119 (73%) Fall 2017 173 (100%) 163 (94%) 137 (79%) 126 (72%) 121 (70%) 120 (69%) 118 (68%) 109 (63%) Fall 2018 141 (100%) 134 (95%) 116 (82%) 108 (77%) 102 (72%) 101 (72%) Fall 2019 178 (100%) 164 (92%) 141 (79%) 131 (74%) Fall 2020 121 (100%) 112 (93%) Average Retention Rate 93% 81% 76% 73% 72% 70% 66%

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28. National Survey of Student Engagement (NSSE) The National Survey of Student Engagement (NSSE) is administered annually to first year and senior students to gauge participation and engagement in programs and activities focused on their learning and personal development. Below is a selection of student responses from the 2020 administration related to the survey themes of academics, experiences with faculty, learning with peers, campus environment, and rich educational experiences. A total of 141 first- years (79% of 178 invited) and 229 seniors (65% of 352 invited) participated in the survey.

Academics First-year (FY) students spent an average of 17 hours per week preparing for class while seniors spent an average of 15 hours per week. 53% of FYs reported that their courses "highly" challenged them to do their best work. 50% of FYs and 81% of seniors "frequently" gave course presentations. 61% of FYs "frequently" included diverse perspectives in course discussions or assignments. 32% of FYs "frequently" used numerical information to examine a real-world problem or issue; 58% of seniors "frequently" reached conclusions based on their own analysis of numerical information. Experiences with Faculty 54% of FYs rated the quality of their interactions with faculty as "high." 44% of FY and 60% of seniors "frequently" discussed career plans with faculty. 76% of FYs said instructors clearly explained course goals and requirements "quite a bit" or "very much." 61% of FYs and 78% of seniors said instructors "substantially" gave prompt and detailed feedback on tests or completed assignments. 27% of FYs "frequently" discussed course topics, ideas, or concepts with a faculty member outside of class. 5% of FYs and 27% of seniors worked on a research project with a faculty member. Learning with Peers 63% of FYs and 67% of seniors "frequently" worked with their peers on course projects and assignments. 62% of seniors "frequently" explained course material to one or more students. 61% of FYs "frequently" prepared for exams by discussing or working through course material with other students. 71% of FYs “frequently” had discussions with people with different political views, 80% of FYs "frequently" had discussions with people from a different economic background, and 79% "frequently" had discussions with people from a different race or ethnicity. Campus Environment 83% of FYs said the institution "substantially" emphasized the use of learning support services. 46% of FYs and 63% of seniors gave the quality of their interactions with academic advisors a "high" rating. 52% of FYs gave the quality of their interactions with their peers a "high" rating. 83% of FYs and 86% of seniors rated their entire educational experience at this institution as "excellent" or "good." Rich Educational Experiences 7% of FYs participated in a learning community. By spring of their senior year, 64% of students had done (or were doing) a culminating senior experience. By their senior year, 3% of students had studied abroad. By spring of their senior year, 77% of students had participated in some form of internship, co-op, field experience, student teaching, or clinical placement. 53% of FYs and 82% of seniors said "at least some" of their courses included a community-based service- learning project.

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NSSE identifies High-Impact Practices (HIPs) that are positively associated with student learning and retention. Per NSSE, HIPs “demand considerable time and effort, facilitate learning outside of the classroom, require meaningful interactions with faculty and students, encourage collaboration with diverse others, and provide frequent and substantive feedback.” Below provides a comparison of student participation in HIP activities relative to the peer comparison groups Catholic Colleges & Universities and Carnegie Classification (Master's S: Master's Colleges and Universities (smaller programs)).

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Seniors reported how much their experience at Elms contributed to their knowledge, skills, and personal development in ten areas. The following indicates seniors’ perceived gains among each area, sorted highest to lowest.

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29. Graduation Rates of Fall Cohorts The following provides IPEDS reported graduation rates (within 150% of normal completion time) for full-time first-time bachelor’s degree-seeking cohorts (from Fall 2010 through 2014).

4yr 5yr 6yr Base Year Completers Completers Completers Graduation Graduation Graduation Number in 4-years in 5-years in 6-years Rate Rate Rate Fall 2010 Cohort 196 115 59% 124 63% 126 64% Men 46 28 60% 29 63% 29 63% Women 150 87 58% 95 63% 97 65% Fall 2011 Cohort 198 103 52% 111 56% 113 57% Men 49 27 55% 28 57% 28 57% Women 149 76 51% 83 56% 85 57% Fall 2012 Cohort 194 105 54% 124 64% 128 66% Men 56 24 43% 29 52% 30 54% Women 138 81 59% 95 69% 98 71% Fall 2013 Cohort 187 122 65% 132 71% 136 73% Men 51 36 71% 40 78% 41 80% Women 136 86 63% 92 68% 95 70% Fall 2014 Cohort 187 102 55% 119 64% 120 64% Men 52 22 42% 29 56% 30 58% Women 135 80 59% 90 67% 90 67% 5-Cohort Average 962 547 57% 610 63% 623 65% Men 254 137 54% 155 61% 158 62% Women 708 410 58% 455 64% 465 66%

4 Years 100% Graduation Rate for Full-Time First-Time Cohorts 5 Years (IPEDS Reported Data: Fall 2010-2014 Cohorts) 6 Years 80% 71% 73% 66% 63% 64% 64% 65% 64% 64% 59% 57% 56% 54% 55% 60% 52%

40%

20%

0% Fall 2010 Cohort Fall 2011 Cohort Fall 2012 Cohort Fall 2013 Cohort Fall 2014 Cohort

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Elms’ Graduation Rates Against IPEDS Peer Group Median The following displays Elms’ graduation rates against the median of the IPEDS peer group (n=24). (Note: Most recent comparison data is as of the Fall 2013 for completion data within 150% normal time and Fall 2011 cohort for completion data within 200% of normal time.)

Overall Graduation Rate (Within 150% of Normal Time) for Full-Time First-Time Cohort (IPEDS Reported Data: Fall 2013 Cohort; Subgroups by Gender and Race/Ethnicity) Elms College Peer Group (n=24) 100% 100% 100% 79% 77% 80% 73% 52% 57% 60% 59% 55% 60% 50% 50% 49% 50% 48% 43% 40% 35%

20%

0% n/a n/a 0% Asian Hispanic Amer. Ind. Amer. Unknow R/E Nonres. Alien Nonres. Black, Non-Hisp. Black, White, Non-Hisp. Hawaiian, Pac Isl. Pac Hawaiian, Overall Grad Rate Grad Overall Two Two or More Races Bachelor's Degree Graduation Rate (Within 200% of Normal Time) for Full-Time First-Time Cohort (IPEDS Reported Data: Fall 2011 Cohort) 100% Elms College

Peer Group 80% (n=24) 57% 58% 54% 54% 60% 52% 45%

40%

20%

0% 4 Years 6 Years 8 Years

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30. Graduation Rates of Full-Year Cohorts Starting with the 2017-18 IPEDS data collection, institutions are now required to report outcome measures on full-year cohorts (covering all students newly enrolled during the period of July 1 and June 30th of the academic year). As stated by IPEDS: “The OM component collects award and enrollment data from degree-granting institutions on four undergraduate cohorts and eight undergraduate subcohorts at three status points: four-years, six-years, and eight-years after entry. The four cohorts of degree/certificate-seeking undergraduates are: first-time full-time entering (FTFT), first- time part-time entering (FTPT), non-first-time full-time entering (NFTFT), and non-first- time part-time entering (NFTPT). For each cohort, two subcohort groups have been added to the OM component - Pell Grant recipients and Non-Pell Grant recipients - resulting in eight new undergraduate subcohorts.” The following table and graphic display outcomes data for the 2012-13 full year cohort. 4-yr 6-yr 8-yr No award; Base Yr Still Enrolled 2012-13 Cohort Award Award Award subsequently enrolled Number After 8 Yrs Rate Rate Rate at another institution Full-time First-time 208 54% 67% 67% 0% 28% Pell FTFT 101 43% 58% 58% 0% 33% Non Pell FTFT 107 65% 76% 76% 0% 23% Part-time First-time 7 14% 29% 29% 29% 29% Pell PTFT 3 0% 0% 0% 33% 67% Non Pell PTFT 4 25% 50% 50% 25% 0% Full-time Non-first-time 137 84% 85% 85% 0% 9% Pell FTNFT 77 79% 79% 79% 0% 13% Non Pell FTNFT 60 90% 92% 92% 0% 5% Part-time Non-first-time 106 84% 89% 91% 1% 4% Pell PTNFT 41 85% 90% 90% 0% 7% Non Pell PTNFT 65 83% 88% 91% 2% 2% Total Entering 458 69% 77% 77% 1% 17% Pell 222 63% 71% 71% 0% 22% Non Pell 236 76% 83% 83% 1% 12% 2012-13 Full-Year Cohort Outcome Measures 4Yr Award 6Yr Award 8Yr Award Still Enrolled Transfer-Out 100% 4% 9% 28% 5% 17% 80% 29% 8% 60% 13%

40% 29% 84% 84% 69% 54% 20% 15% 14% 0% Full-time Part-time Full-time Part-time Total First-time First-time Non-first-time Non-first-time Entering

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31. Degrees Awarded The following displays degrees awarded by gender and degree level as reported to IPEDS for academic years 2010-11 to 2019-20 (completion totals by first major).

Awards, Cert., Total Degrees Post-Bachelor’s Post-Master’s Diplomas Associate’s Bachelor’s Master’s Doctor’s or Certificates (at least 30 but less Certificate Certificate than 60 cred. hrs) AY 2010-11 337 0 10 240 0 81 6 0 Men 54 0 0 48 0 6 0 0 Women 283 0 10 192 0 75 6 0 AY 2011-12 395 0 18 300 2 67 8 0 Men 67 0 1 54 1 10 1 0 Women 328 0 17 246 1 57 7 0 AY 2012-13 415 7 4 284 8 106 6 0 Men 82 1 0 62 2 16 1 0 Women 333 6 4 222 6 90 5 0 AY 2013-14 527 8 13 377 22 97 10 0 Men 104 2 0 78 8 15 1 0 Women 423 6 13 299 14 82 9 0 AY 2014-15 545 5 22 392 17 97 12 0 Men 108 0 1 75 8 21 3 0 Women 437 5 21 317 9 76 9 0 AY 2015-16 523 5 15 379 28 89 7 0 Men 103 1 0 69 13 20 0 0 Women 420 4 15 310 15 69 7 0 AY 2016-17 576 1 7 395 39 95 9 30 Men 126 0 0 95 9 19 1 2 Women 450 1 7 300 30 76 8 28 AY 2017-18 517 1 14 323 37 113 7 22 Men 111 0 0 66 14 28 1 2 Women 406 1 14 257 23 85 6 20 AY 2018-19 583 0 17 384 45 113 4 20 Men 132 0 0 85 13 32 0 2 Women 451 0 17 299 32 81 4 18 AY 2019-20 511 3 0 321 41 123 7 16 Men 118 0 0 67 21 28 0 2 Women 393 3 0 254 20 95 7 14

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The table below shows degrees awarded by level and CIP description between July 1, 2019 and June 30, 2020, as reported to IPEDS:

1st 2nd CIP Description Degree Level Major Major Speech-Language Pathology/Pathologist Certificate (30 to 60 cred. Hrs) 3 Computer Science, General Bachelor's degree 1 4 Computer Graphics Bachelor’s degree 3 1 Computer and Info Systems Security/Info Assurance Bachelor’s degree 4 1 Education, General Bachelor’s degree 14 Elementary Education and Teaching Bachelor’s degree 3 Secondary Education and Teaching Bachelor’s degree 4 Early Childhood Education and Teaching Bachelor's degree 6 Spanish Language and Literature Bachelor's degree 1 English Language and Literature, General Bachelor's degree 3 3 Computer Science Bachelor's degree 1 Liberal Arts and Sciences, General Studies, Humanities, Other Bachelor's degree 3 Biology/Biological Sciences, General Bachelor's degree 13 Mathematics, General Bachelor's degree 0 2 Multi-/Interdisciplinary Studies, General Bachelor’s degree 1 Sport and Fitness Administration/Management Bachelor’s degree 8 Religon/Religious Studies Bachelor's degree 1 1 Psychology, General Bachelor's degree 17 Criminal Justice/Law Enforcement Administration Bachelor's degree 11 Social Work Bachelor's degree 46 Sociology Bachelor's degree 1 Art/Art Studies, General Bachelor's degree 1 1 Speech-Language Pathology/Pathologist Bachelor’s degree 14 Communication Disorders Sciences and Services, Other Bachelor's degree 12 Medical/Health Management and Clinical Assist./Specialist Bachelor's degree 9 1 Registered Nursing/Registered Nurse Bachelor's degree 114 Business Administration and Management, General Bachelor’s degree 15 6 Accounting Bachelor's degree 7 3 Marketing/Marketing Management, General Bachelor’s degree 4 Marketing, Other Bachelor’s degree 1 3 History, General Bachelor's degree 3 2 Pre-Medicine/Pre-Medical Studies Postbacc. Certificates 41 Special Education and Teaching, General Master's degree 53 Biomedical Sciences, General Master’s degree 16 Religious Education Master's degree 2 Communication Disorders Sciences and Services, Other Master's degree 10 Entrepreneurship/Entrepreneurial Studies Master's degree 4 Nursing Science Master's degree 11 Entrepreneurship/Entrepreneurial Studies Master’s degree 1 Financial Planning and Services Master’s degree 4 Business, Management, Marketing, Support Services, Oth. Master's degree 22 2 Education, Other Post-Master’s certificates 5 Communication Disorders Sciences and Services, Other Post-Master's certificates 1 Nursing Practice Post-Master's certificates 1 Nursing Practice Doctor’s degree-prof. pract. 16 Total Awarded 511 30

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32. Post-Graduation Status of Degree Recipients Following commencement each year, the Career Center distributes the Outcomes Survey gain knowledge of recent degree recipients’ post-graduation status. Graduates are asked to identify their employment status (whether they are working full-time or part-time, continuing education, seeking continuing education, or unemployed). Data presented includes both graduate entered responses and administratively entered responses. “Knowledge rate” refers to the overall response rate as a combination of graduate entered responses and admin-entered responses. Overall outcomes for all students over the past three years are shown as well as a breakdown of bachelor’s only, master’s only, and doctor’s only.

All Students (Bachelor’s, Master’s, Doctor’s Combined) Class 2018 Class 2019 Class 2020 Employed or Continuing Education 95% 92% 88% Employed Full-Time 84% 78% 72% Employed Part-Time 4% 7% 8% Continuing Education 7% 7% 7% Seeking Continuing Education 2% 3% 2% Unemployed/Not Seeking Cont. Ed. 3% 5% 11% Knowledge Rate 68% 73% 59% Bachelor’s Only Class 2018 Class 2019 Class 2020 Employed or Continuing Education 92% 90% 86% Employed Full-Time 79% 71% 66% Employed Part-Time 4% 9% 10% Continuing Education 9% 9% 8% Seeking Continuing Education 3% 4% 1% Unemployed/Not Seeking Cont. Ed. 5% 6% 13% Knowledge Rate 64% 71% 58% Master’s Only Class 2018 Class 2019 Class 2020 Employed or Continuing Education 99% 93% 92% Employed Full-Time 95% 86% 85% Employed Part-Time 3% 4% 3% Continuing Education 1% 3% 5% Seeking Continuing Education 1% 3% 1% Unemployed/Not Seeking Cont. Ed. 0% 4% 6% Knowledge Rate 73% 78% 60% Doctor’s Only Class 2018 Class 2019 Class 2020 Employed or Continuing Education 100% 92% 91% Employed Full-Time 80% 78% 91% Employed Part-Time 13% 7% 0% Continuing Education 7% 7% 0% Seeking Continuing Education 0% 3% 0% Unemployed/Not Seeking Cont. Ed. 0% 5% 0% Knowledge Rate 83% 73% 73%

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Part VII: Finances and Financial Aid 33. Tuition and Fees The following displays tuition and fee trends (as reported to IPEDS) for full-time undergraduate (carrying 12 or more credits) and full-time graduate (carrying 9 or more credits) students:

Academic Year 2016-17 2017-18 2018-19 2019-20 2020-21 Undergraduate $33,412 $34,578 $35,788 $37,000 $38,391 Graduate $13,592 $14,060 $14,528 $15,014 $15,532

Tuition and Fee Trends for Full-time Undergraduates and Full-Time Graduates (Academic Year 2016-17 to 2020-21) $45,000 $38,391 $40,000 $35,788 $37,000 $33,412 $34,578 $35,000 $30,000 $25,000 $20,000 $15,532 $13,592 $14,060 $14,528 $15,014 $15,000 $10,000 $5,000 Graduate Undergraduate $0 2016-17 2017-18 2018-19 2019-20 2020-21

34. Cost of Attendance for First-Time Full-Time Undergraduates

Academic Year 2016-17 2017-18 2018-19 2019-20 2020-21 Published tuition and required fees $33,412 $34,578 $35,788 $37,000 $38,391 Books and supplies $1,150 $1,150 $1,150 $1,150 $1,150 On-campus room and board $12,236 $12,664 $13,108 $13,600 $14,010 On-campus other expenses $2,400 $2,400 $2,416 $2,416 $2,416 Off-campus (not with family) $9,315 $9,315 $9,315 $9,814 $9,814 room and board Off-campus (not with family) $2,900 $2,900 $2,916 $2,916 $2,916 other expenses Off-campus (with family) $2,900 $2,900 $2,916 $2,916 $2,916 other expenses Total Cost 2016-17 2017-18 2018-19 2019-20 2020-21 On-campus $49,198 $50,792 $52,462 $54,166 $55,967 Off-campus (not with family) $46,777 $47,943 $49,169 $50,880 $52,271 Off-campus (with family) $37,462 $38,628 $39,854 $41,066 $42,457

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35. Financial Aid and Net Price for Undergraduates The following provides undergraduate Student Financial Aid trends for all undergraduates and full-time first-time entering students (as reported to IPEDS): AY AY AY AY AY Average Amount of Aid Awarded by Type 2015-16 2016-17 2017-18 2018-19 2019-20 All Undergraduate Students Any grant or scholarship aid $15,914 $17,180 $17,572 $17,486 $18,368 % receiving aid 79% 83% 83% 83% 87% Pell Grants $4,173 $4,250 $4,783 $4,855 $4,949 % receiving aid 43% 45% 47% 45% 44% Federal Student Loans $8,053 $8,829 $8,600 $8,456 $8,391 % receiving aid 84% 79% 81% 81% 84% Full-time, first-time, degree/certificate-seeking undergraduates Any student financial aid 2015-16 2016-17 2017-18 2018-19 2019-20 % receiving aid 99% 100% 100% 100% 100% Grants or scholarship aid $20,671 $23,362 $24,525 $24,944 $24,171 % receiving aid 99% 100% 100% 100% 100% Federal Grants $4,545 $4,646 $4,682 $5,218 $5,755 % receiving aid 46% 50% 49% 40% 39% Pell grants $4,414 $4,419 $4,576 $5,004 $5,030 % receiving aid 46% 50% 49% 40% 39% Other federal grants $917 $834 $900 $1,091 $1,220 % receiving aid 7% 13% 6% 8% 23% State or local grants and scholarships $1,998 $4,423 $4,010 $2,103 $2,640 % receiving aid 32% 35% 35% 28% 28% Institutional grants and scholarships $18,096 $19,749 $20,811 $22,275 $21,199 % receiving aid 98% 99% 100% 100% 100% Student loan aid $7,955 $7,492 $10,633 $9,585 $8,552 % receiving aid 86% 92% 93% 86% 84% Federal student loans $5,582 $5,605 $5,761 $5,575 $5,833 % receiving aid 86% 91% 93% 86% 84% Other student loans $11,288 $11,104 $13,761 $15,655 $14,466 % receiving aid 18% 16% 33% 22% 16%

Below, shows the average net price of attendance for full-time, first-time, degree/certificate- seeking undergraduates students (who were awarded Title IV aid) by income level: AY AY AY AY AY Income 2015-16 2016-17 2017-18 2018-19 2019-20 $0 - $30,000 $18,530 $17,465 $19,703 $18,504 $21,532 $30,001 - $48,000 $22,945 $15,776 $17,990 $18,295 $21,731 $48,001 - $75,000 $22,038 $17,696 $21,165 $25,959 $22,491 $75,001 - $110,000 $26,337 $22,283 $23,492 $25,186 $27,782 $110,001 and more $26,706 $28,057 $28,421 $28,759 $30,697

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Elms’ Grant and Scholarship Aid Recipients Against IPEDS Peer Group Median The following displays the trend of the percentage of Elms’ full-time, first-time degree/certificate-seeking undergraduates that received grant or scholarship aid and average amount by type of aid against the median of the IPEDS peer group (n=24). (Note: Most recent comparison data is provided as of academic year 2018-19.)

Percent of Aid Recipients by Type Elms College (IPEDS Reported Data: 2018-19 Academic Year) Peer Group (n=24)

Any grant 100% aid 100% Federal 40% grants 39% Pell grants 40% 39% State/local 28% grants 23% Institutional 100% grants 99% Any loans 86% 84% Federal loans 86% 82% Other loans 22% 18% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Average Amounts of Aid Awarded by Type Elms College (IPEDS Reported Data: 2018-19 Academic Year) Peer Group (n=24) Any grant $24,944 aid $23,895 Federal $5,218 grants $5,229 Pell grants $5,004 $4,677 State/local $2,103 grants $1,941 Institutional $22,275 grants $21,334 Any loans $9,585 $9,341 Federal $5,575 loans $5,620 Other loans $15,655 $15,047

$- $5,000 $10,000 $15,000 $20,000 $25,000

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Elms’ Net Price of Attendance Against IPEDS Peer Group Median The following displays the trend of Elms’ net price of attendance for full-time, first-time degree/certificate-seeking undergraduates compared with the median of the IPEDS peer group (n=24). (Note: Most recent comparison data is available through the academic year 2018-19.)

Net Price of Attendance (IPEDS Reported Data: 2016-17 to 2018-19) Elms $30,000 $27,600 College $25,462 $26,958 $23,871 $25,000 $22,702 $21,573 Peer Group $20,000 (n=24)

$15,000

$10,000

$5,000

$0 2016-17 2017-18 2018-19 36. Revenues, Expenses, Value of Endowments The following shows trends in total revenues, expenses, and endowment assets as reported to IPEDS:

FY FY FY FY FY REVENUES 2015-16 2016-17 2017-18 2018-19 2019-20 Tuition and fees, net of allowances $20,160,775 $19,928,956 $19,358,859 $19,564,737 $19,061,911 Government grants and contracts $3,250,858 $3,169,822 $3,480,209 $3,186,542 $4,552,651 Private gifts, grants and contracts $2,168,266 $3,266,262 $1,725,133 $4,700,335 $2,443,734 Investment return -$265,615 $1,416,657 $1,211,837 $822,342 $159,488 Other core revenues $0 $0 $0 $0 $3,528,570 Total core revenues $25,314,284 $27,781,697 $25,776,035 $28,273,956 $29,746,354 Total Revenues $30,218,299 $32,761,826 $31,171,106 $33,715,712 $33,715,241 EXPENSES 2015-16 2016-17 2017-18 2018-19 2019-20 Instruction $11,625,007 $12,320,294 $11,347,153 $10,736,938 $10,548,542 Academic support $1,957,735 $1,883,891 $1,363,384 $1,480,562 $1,378,764 Institutional support $6,533,466 $6,968,832 $5,369,821 $5,204,968 $5,141,519 Student services $5,072,229 $5,183,123 $3,666,585 $3,764,782 $3,907,055 Other core expenses $138,319 $0 $5,614,561 $6,023,007 $5,946,485 Total core expenses $25,326,756 $26,356,140 $27,361,504 $27,210,257 $26,922,365 Total Expenses $27,275,557 $28,334,769 $28,939,282 $28,743,054 $28,114,299 ENDOWMENT ASSETS 2015-16 2016-17 2017-18 2018-19 2019-20 Value of endowments (end of fiscal year) $8,208,215 $8,823,823 $9,115,925 $11,897,034 $13,660,906 *FY 2016-17 and FY 2018-19 reflect values that were updated the following reporting year in the IPEDS Prior Year Revision System. **Value of endowments increase significantly in FY 2018-19 due to a change in the method used for calculation of this figure.

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Trend in Revenues, Expenses, and Endowment Assets (Fiscal Year 2015-16 to 2019-20)

Revenues Expenses Endowment Assets $40,000,000 $32,761,826 $33,715,712 $33,715,241 $35,000,000 $31,171,106 $30,218,299 $30,000,000

$28,334,769 $28,939,282 $28,743,054 $25,000,000 $27,275,557 $28,114,299

$20,000,000 $13,660,906 $15,000,000 $11,897,034 $8,208,215 $8,823,823 $9,115,925 $10,000,000

$5,000,000

$0 2015-16 2016-17 2017-18 2018-19 2019-20

Elms’ Distribution of Core Revenues by Source Against IPEDS Peer Group Median The following displays the distribution of Elms’ core revenues (as a percentage) by source against the median of the IPEDS peer group (n=24). (Note: Most recent comparison data is provided as of fiscal year 2018-19.)

Percent Distribution of Core Revenues by Source (IPEDS Reported Data: Fiscal Year 2018-2019)

Tuition and fees 69% 78%

Government grants and contracts 11%

2%

Private gifts, grants, and contracts 16% 7% Elms College Investment Return 3% Peer Group (n=24) 4% Other core revenues 0%

3% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

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Elms’ Core Revenues per FTE Enrollment by Function Against IPEDS Peer Group Median The following displays the distribution of Elms’ core revenues per FTE enrollment by function against the median of the IPEDS peer group (n=24). (Note: Most recent comparison data is provided as of fiscal year 2018-19.)

Core Revenues per FTE Enrollment by Source (IPEDS Reported Data: Fiscal Year 2018-2019) Tuition and fees $14,291 $15,052

Government grants and contracts $2,328 $407 Private gifts, grants, contracts $392 $1,545 Elms College Peer Group (n=24) Investment return $642 $834 Other core revenues $536

$- $2,000 $4,000 $6,000 $8,000 $10,000 $12,000 $14,000 $16,000 Dollars per FTE Elms’ Core Expenses per FTE Enrollment by Function Against IPEDS Peer Group Median The following displays the distribution of Elms’ core expenses per FTE enrollment by function against the median of the IPEDS peer group (n=24). (Note: Most recent comparison data is provided as of fiscal year 2018-19.)

Core Expenses per FTE Enrollment by Function (IPEDS Reported Data: Fiscal Year 2018-2019) Instruction $7,843 $7,659 Research

Public service

Academic $1,081 support $1,925 Elms College $3,802 Peer Group (n=24) Institutional support $5,219 Student services $2,750 $5,571 Other core $4,400 expenses $- $1,000 $2,000 $3,000 $4,000 $5,000 $6,000 $7,000 $8,000 Dollars per FTE

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291 springfield street chicopee, massachusetts, 01013-2839 www.elms.edu

Elms College, a Catholic, liberal arts college founded by the Sisters of St. Joseph of Springfield, Massachusetts.