Enrollment Management

Transcription

1 Enrollment Management Lori Bennett, CIO & CSSO, Moorpark Community College Meridith Randall, CIO, Shasta College; Past President, CCCCIO Omid Pourzanjani, CIO & CSSO, Golden West College

2 Agenda Overview (Omid) Workshop SLOs (Omid) Statewide Perspective (Meridith) Case Study and Discussion Campus-Wide Perspective (Omid) Multi-College District Enrollment Management Considerations (Lori) Impact of SSSP and the Completion Agenda (Lori) Case Study and Discussion Wrap-up

3 Overview/Learning Outcomes What is an EMP? (Different Levels) How is it influenced by Statewide decisions and policies Local distribution of funds High school to transfer/graduation/job pathways Efficiency of the schedule SSSP Completion/Performance metrics

4 Overview Outreach Pre- Assess Apply Orientation Assessment Recruitment to Completion Enroll Remediation Graduation Coursework

5 Statewide Perspective (Meridith)

6 State-Level Budget Development Determines growth targets and priorities Ability of college to achieve growth History of unfunded FTES Need to achieve growth in core areas January, May Revise, and July Final Budget Don t be surprised by mid-year surprises

7 Instructional Resources in Budget COLA: can influence ability to hire faculty Instructional equipment funding: can support or hinder program development Specialized funding, like CTE or EWD BSI funding: support for foundational areas SSSP and other sources: what can be used to support instruction Curveballs: CDCP? Adult Education? Online Education Initiative? Dual Enrollment?

8 Partnership with CBO Need to keep up with budget changes, shifts in FTES targets and timing Need to watch 50% calculation can use it to advantage Advisability of giving realistic assessment of ability to expand schedule and achieve growth CBO and CEO need to communicate accurately to state

9 Timing Schedule Development to Budget Fall Schedule: finalized the previous March/April to allow for registration to begin in April/May Spring Schedule: finalized in October to allow for registration in November Summer Schedule: More flexible can be used to respond to budget changes so there is a danger in finalizing too soon..

10 Schedule Development Timing Laterallows for a longer curriculum development period, but arguably hampers students and upsets counselors Earlierpressures faculty to move sooner on curriculum, may delay needed changes and impedes ability to respond to trends/student needs

11 Summer Enrollment Any class scheduled to begin prior to July 1 and end after July 1 can be counted in either the previous fiscal year OR the upcoming one Smaller colleges often use the summer to grow in alternate years and stabilize in other years until they catch up

12 Growing in Core Areas Many colleges grew in the recreational areas When those courses were de-prioritized and repeatability was restricted, many lost enrollment Decline in K-12 population in rural areas also a factor Special restrictions, like clinical slots The LAO (Legislative Analyst s Office) is watching all colleges

13 How to Avoid Issues with Growth Prioritizing faculty hires Focus on high-performing programs Need for external funding Emphasis on retention of students Marketing to high schools as only concentrated source of students Partnerships with four-year schools Concurrent/dual enrollment

14 Case Study #1 Looking at the state budget for community colleges, what actions/conversations should happen at your college now in order to take advantage of statewide initiatives and priorities?

15 Campus-wide Perspective (Omid)

16 Economy vs. Budget vs. Demand Economy CC Budget Student Demand

17 Income How many FTESs do you have? How much is each FTES worth? What is the apportioned budget of your college? How much must go to instruction?

18 Common Data Points Hours of Instruction / FTES (30*17.5) 525 Average Class Size 35 LHE to lecture units (Average) 1.00 Student Contact Hours/semester/unit FTES/FTEF Efficiency Factor Apportionment / Credit FTES 4,600 FTES 10,000 Net Income 46,000,000

19 Exercise #1 1. Calculate the resulting FTES from a Humanities class with 220 students, 3 hours / week, 18 weeks. 2. Calculate the resulting FTES from an English 100 class with 30 students, 3 hours / week, 18 weeks. TIP: Use the following formula: # of students * # of hours/week * # of weeks/term

20 50% Law Net Income 46,000,000 Instructional Portion (50% Law) 50% Budget Portion for Instruction 23,000,000 Instructional Support Staff (10%) -2,300,000 Budget left for Faculty PT+FT 20,700,000

21 Exercise #2 Cost of FTES by FT Faculty Budget left for Faculty PT+FT 20,700,000 LHE for FT Cost of FT Average + Benefits Number of Full-time Faculty FTEF allocated to release time (8%) Teaching Full-time Faculty FTEF FTES generated by FT Faculty Total Cost of FT Faculty

22 Cost of FTES by FT Faculty Budget left for Faculty PT+FT 20,700,000 LHE for FT 30 Cost of FT Average + Benefits 107,000 Number of Full-time Faculty 120 FTEF allocated to release time (8%) 9.6 Teaching Full-time Faculty FTEF FTES generated by FT Faculty 3970 Total Cost of FT Faculty 12,840,000

23 Exercise #3 Cost of FTES by PT Faculty Budget left for Faculty PT+FT 20,700,000 Total Cost of FT Faculty 12,840,000 Dollars remaining after FT 7,860,000 Cost of PT + Benefits / LHE Number of LHE for Part-Time Faculty FTES from Part-Time Faculty

24 Cost of FTES by PT Faculty Budget left for Faculty PT+FT 20,700,000 Total Cost of FT Faculty 12,840,000 Dollars remaining after FT 7,860,000 Cost of PT + Benefits / LHE 1,450 Number of LHE for Part-Time Faculty 5,420 FTES from Part-Time Faculty 6,500

25 Cost of Reaching FTES Targets Budget left for Faculty PT+FT 20,700,000 LHE for FT 30 Cost of FT Average + Benefits 107,000 Number of Full-time Faculty 120 FTEF allocated to release time (8%) 9.6 Teaching Full-time Faculty FTEF FTES generated by FT Faculty 3970 Total Cost of FT Faculty 12,840,000 Dollars remaining after FT 7,860,000 Cost of PT + Benefits / LHE 1,450 Number of LHE for Part-Time Faculty 5420 FTES from Part-Time Faculty 6500 Total FTES 10,480

26 Spending the Income Managing your program portfolio Focusing on outcomes versus activities Building interfaces with services programs? Registration, Counseling, Assessment Building vocabulary for measuring student services. (If FTES for educational programs, then what is the measurement unit for services?!) Determine when to use FTES and when to use Headcount?

27 Thinking outside of classes Success rate of a student that places 2-3 levels below college level math Diagnostic tests and surgical remediation Seats offered for each placement group? Matching the demand?

28 Focusing on success Sending probation/disqual letters each semester? Sending out letters to first-semester and first-year completers congratulating them? Tracking and connecting with students that have finished 30 units with you? Searching through your records for students that are 2-3 courses from completion? Which is harder? Getting new students or keeping the ones you have? Tying your efforts with Student Success

29 Multi-College Districts (Lori)

30 Three College District Enrollment Management District Level FTES Allocation from the State Divided among the three colleges Negotiated/agreed upon by Presidents/Chancellor Based on prior year actual plus anticipated growth/reduction Allows for changes in local college demand/needs College Level Annual Goals Based on district allocation Pres/EVP/VPBS determine semester FTES goals Reviewed at college and district level throughout the year

31 Campus Level Planning and Schedule Development Deans allocated base number of courses; work with department chairs to develop schedule (first draft) Consider a variety of data sources: College strategic plans Discipline program plans (growth, maintenance, decline) College productivity goals/discipline productivity levels 3-year census trend data Course fill rate data Room usage data/time slot data Number of new students/retention rates Declared majors/annual completers Student Ed Plan Data Counselor input (student demand)

32 Campus Level Global View Deans work collaboratively to review campus-wide schedule and adjust course offerings to meet FTES and program goals(second draft) Review a variety of data/enrollment elements: Fill rates/enrollment activity Total courses/seats vs CSU-GE/IGETC requirements Gatekeeper courses and pre-reqs Balance of transfer, CTE, Basic Skills courses Just-in-time enrollment planning spreadsheet Project FTES/productivity See change affect on campus total Create what if scenarios Global view to meet college goals and student demand

33 Significance of SSSP and the Completion Agenda (Lori)

34 Student Support Student Success Act requires new student orientations, counseling, student Ed Plans Student Success promotes teamworkwith counseling, registration, classroom faculty, and other services to provide information, assist enrollment in a timely manner Faculty become more aware of student goals and progress Student services tied directly to course completion (first 15 units, next 30, etc) Timely communication to students/faculty/staff is critical GradesFirst, portal, apps, text messages

35 Completion Focus Enrollment planning must ensure ability to complete 2-year plans or pathways AD-Ts, AA/AS degrees, certificates Student ed plans help inform scheduling Reduce bottlenecks to completion Overlapping required classes Limited sections of high demand classes Schedule to increase retention rates Balance between GE, CTE, Basic Skills courses Focus on productivity to support high-demand courses

36 Case Study Your college FTES declined by 20% over the last several years due to budget cuts. Now, your college is struggling to meet the 2.75% growth plan set by your district (maximum funded growth by the state). Your college missed the previous year FTES goal by 2% (about 100 FTES), so it is critical that you met your new FTES goal. What data do you need to consider to help you decide which courses to offer? Why? What other college or district specific information do you need to consider? Assume you need to grow the Fall schedule by 80 FTES vsprior year, how would you distribute it? Note: See handouts for sample enrollment data.

37 Warp Up Remember the Big Picture Consider the entire lifecycle Be mindful of minor decisions End Goal is transferor employment

38 Q&A Discussion

39 Enrollment Management Lori Bennett, CIO & CSSO, Moorpark Community College Meridith Randall, CIO, Shasta College; Past President, CCCCIO Omid Pourzanjani, CIO & CSSO, Golden West College