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2013 Texas Ad Astra SummitMonday, July 22nd
Creating and Scheduling for Clearer Pathways to Completion
Presented By: Stacey WhiteVice President of Client Success
Focus Areas and Strategic Solutions • System of metrics (key performance indicators) to track and manage Academic
Operations– Measure through the analysis of historical schedules and resource utilization– Efficient allocation of time/space/faculty– Effective management of capacity and productivity– Facilitate student success via course access/course/facility/ faculty forecasting– Allow administrators to monitor real progress
• Building a comparative database of Academic Operation KPI’s– Peer comparison– Monitor progress to goal
• Software to manage resources and efficient allocation space• Software to quantify course demand, measure completion velocity and model
growth and attrition scenarios– Student Success (E.g. course access, schedule forecasting, degree velocity)
• Professional Services– Best practices, process refinement, change management and mobilization
Scheduling for Student Success
Noel Levitz 2011 National Student Satisfaction & Priorities Report
• Identified key challenges for institutions
• Student Response: “Ability to get the courses I need with few conflicts” was the top challenge for 2-Year Public institutions
• Institution Response: “Ability to get the courses I need with few conflicts” was not ranked in top 25 for 2-Year Public institutions
Typical Schedule Building Process
1. Course offerings are based on a historical schedule, typically a roll-forward of a “like” term
2. Departments refine offerings in silos (distinct processes and decision makers, limited collaboration and decision-support tools)
3. Student Information System is updated
4. Room assignments are made/refined
5. “Final” schedule is posted (changes still occur after registration or even after classes start)
The goal is commonly completion v. improvement
Student Success KPI Averagesbased on 2 & 4 year public institutions
Completion Opportunities
– Access to critical path courses should increase by 13% at 2
year institutions and by 29% at 4 year
– At 2 year institutions 15% of classes are “Overloaded”
and by 29% at year • >96% Enrollment Ratio
– At 2 and 4 year institutions 6% of offered sections are
“Addition Candidates”
Capacity KPI Averagesbased on 2 & 4 year public institutions
Growth Opportunities
– At 2 year institutions Classroom space is utilized 42.55 % of an average
scheduling week but only filled to 60% .
– At 4 year institutions space is utilized 44 % of an average scheduling week but
only filled to 68%
– At 2 year institutions 45% of space is scheduled off standard time/day grids
resulting in 19% pure waste.
– At 4 year 37% of space is scheduled off standard time/day grids resulting in
16% pure waste
– At 4 year institutions 55% of the schedule is compressed into primetime
2 Year Institutions Cost Savings Opportunities
– 11% of seats offered in a schedule are unneeded
– 10% of sections offered in a schedule are unneeded
4 Year Institutions Cost Savings Opportunities
– 26.41% of seats offered in a schedule are unneeded
– 14.75% of sections offered in a schedule are unneeded
– 8.29% of offered sections are categorized as Boutique
Courses that are not needed for completion
Efficiency KPI Averagesbased on 2 & 4 year public institutions
What is a Strategic Scheduling Checkup?
• Analysis of Historical Schedules• Report on Effectiveness of Existing Scheduling Practices
– Space Management– Course Offering Management
• Framework for Better, More Strategic Scheduling
• On-Site Presentation of Findings/Recommendations
• Policy Management and Enforcement Infrastructure
• KPI Dashboard Access for 6 months– Option to re-fresh data with an annual subscription
Course Offering Analysis Metrics• Statistical Excess Seats – Seats offered in excess of Blended Demand• Statistical Additional Seats Needed – Blended Demand in excess of Seats• Reduction Candidates – Potentially superfluous sections of courses that can
be removed• Elimination Candidates – Courses that can potentially be removed from a
schedule entirely• Addition Candidates – Potentially needed sections of courses that can be
added to a schedule
Candidate Example
Course Seats Demand Enrollment Ratio
Sections Sections Needed
Reduction AAA 400 300 145 48% 6 3
Elimination AAA 401 50 8 16% 1 0
Addition AAA 100 500 585 101% 10 12
Strategic Scheduling Checkup Metrics
Area Business Problem Metric
Growth Capacity How much can we grow?How quickly can we grow?When will we run out of space?
•Space Utilization•Seat Fill Rates•Standard Week•Enrollment Ratio•Balanced Course Ratio
Space Bottlenecks Where are the problem areas?How do we build policy that is relevant?What kind of space to build/renovate?
•Prime Time Utilization •% of Sections Scheduled in Prime Time •Utilization by Room Type •Dominant Schedule Patterns•% of Rooms Centrally Scheduled •% of Rooms w/ Min Tech Capabilities
Course schedule Alignment /Student Demand Analysis
Are we offering enough classes/seats?Are we offering the right mix of classes?
•Historical Enrollment Analysis•Enrollment Trends•Predictive Program Analysis•Program Analysis•Student Plan Analysis•Addition Candidates•Reduction Candidates
Typical Project Flow
Benchmark
• Report card of existing academic resource efficiency
• System to improve academic operations and efficiencies
• Identification of Opportunity and Impact
• Alignment with California CC task force ( Course Alignment)
Mobilize
• System-wide comparative KPI Dashboards to monitor improvement
• Collaboratively creating institution specific plans
• Implement Change Management Teams
• Vet Policy Candidates and Actionable Metrics
• Project Scoping and Readiness for Phase 3
Automate
• Implementation of software systems to automate efficiencies
• Enforce policy• Measure outcomes and
improvement
What is Platinum Analytics?
A patented system designed to:- Analyze several types of academic data to
determine student demand (need for courses)- Compare student demand with course offerings
for refined schedule development- Ensure that courses/seats offered assist students
with on-time graduation
Analysis Types• Historical Baseline
– What did we offer last (like) term and what did our students take?
• Historical Trend– What have we been offering over the past few years and what have our students been
taking?
• Program Analysis– What do our students need to take to fulfill degree requirements?– What courses are we offering?– What students are eligible to take in an upcoming term?
• Predictive Program Analysis– When students have a choice of courses to take to fulfill a requirement, which one(s) are they
more likely to take?
• Simulated Registration- This process models the competitive, open registration process used by traditional four-year institutions. It provides a pre-registration “sandbox” to model an academic schedule based on information derived from analytics combined with course demand and need
• Student Recommendation – Academic Planner – Student course recommendations are emailed to students– Recommendations include other course options that are productive– Recommendations can be set up in email campaigns to defined groups
Common Challenges with Academic Planners
• Student Engagement• Student Adoption• Simple representation of complex degree
rules• Productive credit validation• Eligibility validation• Capturing intent and availability
A Simple Approach• Roadmaps are auto-generated• All students are given a base, “starter plan” based on
their progress against degree• Plans are “pushed” to each student to view and
refine• The user interface displays recommendations• Plans are automatically updated after each
registration• Schedule informs plan Plan informs schedule
Simulated Registration finds seat availability, time availability and section-to-section conflicts for
planned courses prior to registration
Institutions can mitigate registration conflicts before they happen
Alternate courses or rules are displayed in a
simple model
The user interface which only displays recommendations and
optionally alternatives
Email generated from Campaign to send to students