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Making A Difference
Overview
Enrollment
Management
Making A Difference
Enrollment management is a
concept and process
that
enables
the fulfillment of
institutional mission
and
students’ educational goals
Making A Difference
Enrollment Management Conceptual Framework
Sustainable Optimal Enrollment Outcomes
Tactics
Strategies
Infrastructure
Enrollment Goals
Analysis Enrollment Data Indicators
Institutional Strategic Plan
Making A Difference
EMC Membership• VPISD: Co-Chair: Keith Snow-Flamer• Faculty: Co-Chair: Bruce Wagner • 1 Student: Neisha Strnad• 1 Classified staff selected by the CSEA President: Barry
Tucker • Associate Deans: Erin Wall, Tracey Thomas, Joe Hash• IR Director: Angelina Hill • 3 Student Development Staff: Kathy Goodlive, Sheila Hall
and Lynn Thiesen• Director of Marketing: Paul DeMark• 5 Faculty-appointed by the Academic Senate: David
Gonsalves (Mendocino representative) , Pam Kessler, Barbara Jaffari, Harry Pyke, and Danny Walker
• KT Representative: Jolene Gates• Del Norte Representative: Anita Janis
Making A Difference
Goals of Enrollment Management include:
•To stabilize optimal enrollments keeping in mind the fiscal and physical capacity of the institution
•To evaluate enrollment management strategies (track what works and change what doesn’t work) Creating a data-rich environment to inform decisions and evaluate strategies
•To strengthen communications and marketing with internal and external stakeholders
Making A Difference
Goals of Enrollment Management include:
• To increase collaboration among departments across campus to support the enrollment program.
• To develop a capacity to anticipate immediate and long term student interests and methods for improving the ability of the college to provide for these interests, in a way consistent
with our mission.
Making A Difference
Five Year Enrollment Update
– Trend predicts a loss of 47 FTES each year.
Slope = -47
Making A Difference
Five Year Enrollment Update
Location2008 - 2009
2009 - 2010
2010 - 2011
2011 - 2012
2012 - 2013
Trend (average change)
Eureka 3879.3 4187.4 3739.8 3379.6 3116.2 -233.4
Del Norte 569.8 561.2 484.2 490.6 412.4 -38.5
KT 103.5 117.6 117.2 117.7 94.8 -1.7
Mendocino 350.7 365.6 340.0 299.0 251.9 -26.4
SH 3.1 8.0 7.2 3.8
VC 394.7 382.9 350.1 384.2 368.5 -5.1
Grand Total 5298.0 5617.8 5039.3 4678.2 4247.5 -304.1
Making A Difference
FTES by Fall Term by Student Location
Location Non-Resident Resident TotalFall 2013 Eureka 64 1,453 1,517 Del Norte 3 228 231 Mendocino 6 105 111 101 Corridor 1 86 87 Klamath-Trinity 0 55 55 Online 0 30 30 Southern Humboldt 1 5 6 Fall 2012 Eureka 49 1,518 1,567 Del Norte 1 237 238 Mendocino 3 158 161 101 Corridor 4 113 117 Klamath-Trinity 0 57 57 Online 0 26 26 Southern Humboldt 1 9 10
Making A Difference
FTES for Spring 2014 by location
Making A Difference
2014-15 FTES goal
Best Case Realistic Case•Resident FTES 4,519 4,200•Non resident 226 226•Noncredit 32 32
Making A Difference
Challenges
Establishing and meeting our optimal enrollment goals is both a challenge and an incredible balancing act
– Weigh short-term vs. long term goals – Let the data drive the decision
Making A Difference
Challenges
Changing the infrastructure to meet demand
Allocating resources to where they’re needed
Reviewing how students are placed into courses
Adjusting to new “directive approach”—less choice
Developing a new way of seeing degrees and certificates—ADTs vs. Associate degrees
Making A Difference
Challenges
Sink or “swim” is gone:•The public expects us to help students succeed for the price they are paying for tuition and fees.
•Accountability in higher education is shifting from access to retention and goal attainment.
Student Success Initiative
Making A Difference
Enrollment will turn around: We are doing what we should be doing
•We have counselling and academic advising
•We have orientations and a College 101 program
•We have some learning communities
•We have academic support centers
Making A Difference
We are doing what we should be doing
•We have instructional support targeted at courses in which many students evidenced poor levels of academic performance—basic skills
•We have student-faculty interactions
•We have a math summer bridge program
Making A Difference
We have an effective and efficient scheduling process to optimize enrollment and meet student needs: • We continue to prioritize transfer, vocational and basic skills
course scheduling that aligns with student needs.
• We use the course cancellation framework to strategically cancel low enrolled classes (cost vs projected revenue) without sacrificing student access.
• We reallocate TLUs from low efficient courses/areas to areas that can generate FTES/FTEF.
• We set a goal of less than 10 percent cancellation rate for credit courses programming
• The deans/directors and course scheduler review trend data by section basis during the planning process. Examining the historical trends ensure that the same sections are not scheduled and cancelled for multiple semesters in a row.
Making A Difference
Enrollment will turn around:What else could we be doing?
Reinforce academic quality
•The role of academic program quality and availability is vital in student choice.
•The issues that drive them to attend college almost all revolve around the pursuit of an academic major or specific goal.
Making A Difference
Enrollment will turn around:What else could we be doing?
• Increase dual enrollment
• Focus on developing online courses
• Increase noncredit & contract education
• Improve relationships with high schools
Making A Difference
Enrollment will turn around:What else could we be doing?
• Focus on reverse transfers: Allow students to earn an associate’s degree along the way if they transfer to the four-year partner before earning it at the community college.
• Offer classes in 101 corridor
• Focus on retention--SEPs will allow for better scheduling—react to student needs
• Clearer and simpler matriculation and educational pathways
• Reallocate faculty to FTES generating areas
Making A Difference
Enrollment will turn around:What else could we be doing?
• Mandatory counseling/ advising and orientation
• Review and simplify the matriculation process
• Provide clearer degree and certificate pathways
• Bring the initiatives we’re doing on a small scale up to scale a that affects a wider number of students
Making A Difference
Enrollment will turn around:What else could we be doing?
Accreditation
Build confidence!
Making A Difference
Conclusion:
•Committed to creating the best possible educational experience at the CR
•Establishing strong connections with principals, superintendents and high school counselors
•Increasing our enrollment management efforts for the long term economic benefit of the college
•Increasing retention and graduation rates
•Creating an infrastructure to support our goals
•Review our intake process
Making A Difference
Math Placement
Making A Difference
Math Placement
• 86 lands them in MATH-120
• 76 to 86 lands in an advising zone between Math 120 and 380
• 46 to 75 lands them in MATH 380
This would put us in the top quartile of 2 and 4-year institutions.
Making A Difference
Math Placement CR/Butte
• The cutoff score to get into Pre-Algebra at Butte is slightly lower than the top of the range of scores at CR for Arithmetic.
• A student with a score at the very bottom of the "PreAlgebra" placement at Butte would be placed in Arithmetic at CR, but students not quite at the bottom, but still in the lower range of PreAlgebra at Butte would be placed into the "Advising Zone" between Arithmetic and PreAlgebra at CR.
• The cutoff for Elementary Algebra at Butte is at about the upper third of CR's PreAlgebra placement range.
• For Intermediate Algebra, CR's cutoff is lower than Butte's. It isn't clear exactly how the Butte cutoff compares to CR's
Making A Difference
Math Placement
It is important to note that we use "multiple measures" at CR and have been working on improving the intake process.
Math placement at CR involves more than just Accuplacer scores. So any analysis of how well our placement is working would need to include more than just Accuplacer score information.
Making A Difference