Administrators huddle first thing Monday morning to debrief the weekend and anticipate the near future. We go around the circle....each with an opportunity to speak. At our last meeting, Admission Director Chris Bartlett simply offered, "We're going to be full soon." We will enroll about ten more boarding students to attain full capacity at 356, a number that includes all those on Ocean Classroom, studying in Spain, Morocco and Costa Rica.
Having served as Director of Admission for more than a decade (starting in 1983,) I am impressed by the strength of our current position. I recall having the task of enrolling 20 to 30 students after June 1st in the 1980s. Still, it's like bringing an airplane down on a runway: you don't want to land too soon (admitting too many by exercising less selectivity,) yet you obviously need to bring the plane down! Our situation today is perfect. When outstanding applicants present themselves, we can invite the application.
I dwell on the factors that cause such a high percentage of those admitted to Proctor who choose to attend. The fact that the school
owns a category in the market is clear. Defining that category is the fun part. Historically, we've noted the three strands of "genetic material" that comprise our specific DNA: structured support systems (the advisor system, Learning Skills, etc.,) experiential programs (including
on campus skills courses, teaching methodologies and programs in forestry and land use,) and ethos or culture.
It is tough to elevate one of these qualities as preeminent. Learning Skills has been the strongest draw historically, yet programs like Ocean Classroom, Mountain Classroom and Proctor in Spain and France definitely attract kids who see these offerings as extensions of a whole philosophy grounded on campus.
So here's my take....there's nothing more unique about Proctor than the social climate. Perhaps--if we started over--we could build an integrated support system. Perhaps we could initiate programs both off and on campus that demonstrate our commitment to experiential modes of learning, but how would we build a culture that is passed from one generation of students to the next?
I recall the father of an applicant calling me hours after leaving campus, saying, "We got in the car, and didn't really say anything.... It was so obvious that this was the right school."
In recent years, the term "authenticity" has gained traction in business and education. Proctor is truly authentic, and has been for as long as anyone can remember. That quality...being genuine...pays delayed dividends. The quality of the educational experience provided by the school in the '70s, '80s and '90s is why we will open filled to capacity with good, motivated kids in September, 2010.
Word of mouth is obviously the best end-game for any marketing strategy, because it involves spontaneity, authenticity and emotion.
Meanwhile, with six weeks remaining in our fiscal year, supporters of the school have nudged the year-to-date annual giving program a couple of thousand dollars ahead of last year's hugely successful pace. It feels good.
