Enrollment Management

Transcription

1 Enrollment Management Part 1: Programming to Matriculation ACCCA 101 PRESENTATION JULY 25, 2017 DR. GREG PETERSON, VP STUDENT SERVICES LONG BEACH CITY COLLEGE

2 Mission: To build healthy communities by transforming lifestyles one person at a time. Jenny Fitness Classes = $$ + Free Fitness Coach 300 Spots = $7,500/month

3 OPTION 1: Increase class offerings and services OPTION 2: Offer monthly or annual membership OPTION 3: Target existing class members Jenny

4 1. What programs and services have the greatest impact on achieving Jenny s mission of transforming individual lifestyles so they can transform their communities? 2. What can she do to leverage and expand those key programs and services? Jenny

5 ENROLLMENT MANAGEMENT PART 1: Programming to Matriculation PART 2: Scheduling, Retention, and Completion PART 1: Outreach to Matriculation Section 1: Programming for Outreach Team Activity Section 2: Matriculation Team Activity

6 ENROLLMENT MANAGEMENT Facilitating the flow of students through the college in a way that enables the college to achieve its mission.

7 RECRUITMENT TO COMPLETION (1) Programming (4) Assessment (7) Scheduling (Enrollment) (2) Outreach/ Marketing (5) Educational Planning Graduation/ Completion (3) Orientation (6) Retention & Completion 7

8 SECTION 1: OUTREACH TO MATRICULATION How do you define and communicate to potential students the educational opportunities provided by your college? What do you offer that meets the needs of your local community? Why would someone choose to attend your college? Who are you trying to attract and how do you communicate with them?

9 MARKETING THE COMMUNITY COLLEGE For everyone Local Low-Cost

10 MARKETING THE COMMUNITY COLLEGE What is special/unique? Why would a student choose you over another institution? Can you articulate in 30 seconds what your most attractive & successful programs are?

11 TYPICAL COLLEGE MARKETING MISTAKES 1. We don t clearly know what we are offering and so we sell generalizations. 2. We try to market everything at the same level of intensity at the same time. 3. We market to the largest audiences possible, regardless of the differences that exist among sub-populations.

12 MAKING MARKETING MATTER 1. What programs and services have the greatest impact on achieving the college s mission? 2. What can the college do to leverage and expand those key programs and services? K-16 Pathways Streamlined Associate Degree for Transfer Programs Job-linked Career Technical Education Programs

13 K-16 Career Programming Pathways K-16 PATHWAYS

14 STREAMLINED TRANSFER PROGRAMS It s now possible to complete all your requirements to transfer to the CSU in 2 years - guaranteed! Just follow the outlined degree patterns, register for the assigned coursework each semester, and pass your classes with a minimum 2.0* GPA.

15 INDUSTRY-LINKED CTE PROGRAMS Build on labor market data & local demand Leverage advisory boards to market program and build capacity Provide community/student engagement points 15

16 EFFECTIVE OUTREACH Know your audience and establish a relationship.

17 California Public K-12 Graded Enrollment 6,400,000 6,350,000 6,300,000 6,250,000 6,200,000 6,150,000 6,100,000 6,050,000 6,000,000

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19 Outreach & Onboarding GET POTENTIAL STUDENTS ON-CAMPUS 1. Turning visitors into applicants (25% increase at Golden West) College Preview Day and Day 2. Hosting Community & Industry Events 3. Long Beach College Promise 4 th /5 th Grade Tours 4. Same-Day Registration Models 19

20 TEAM ACTIVITY #1 1. As a consultant team, you ve been asked to provide an initial assessment of ONE of the listed colleges here, all of whom are interested in growing enrollments by 2% this next year. Please prepare to answer: a. What programming can the college potentially leverage? Who would be the targeted population? b. What would be the best ways to build a relationship with the targeted population? c. Of the programming options, which best furthers the mission of the college? College Clients 1. LA Trade Tech College: Santa Barbara City College: Santa Monica College: px 20

21 RECRUITMENT TO COMPLETION (1) Programming (4) Assessment (7) Scheduling (Enrollment) (2) Outreach/ Marketing (5) Educational Planning Graduation/ Completion (3) Orientation (6) Retention & Completion 21

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23 Outreach & Onboarding WHAT S THE PURPOSE OF SSSP? Reborn through SB 1456 as part of the Student Success Act 4 Core Components: Orientation Assessment Educational Planning Follow-Up for At-Risk Students 23

24 ORIENTATION PURPOSE To provide students with the information they need, when they need it, to navigate the college in a way that fosters their ability to meet their educational goals. TRADITIONAL IMPLEMENTATION Mandatory one-hour online or in-person orientation session that covers everything generally but nothing specifically for individual students. Session Example Strategies: Just-in-Time Orientations Program-Specific Orientations

25 Pre Assessment Math and/or English Prep Workshops Post Assessment Orientation [A] Welcome (2) (About GWC) OpenCCC GWC Application Orientation[B] Financial Aid (4) Assessment (3) FAFSA Workshop Orientation[C] Goal Exploration (5) Ed Planning (8) Transcript Submission Couns. Appt Career Planning Major Selection Results Degree Planning (DW) Transcript Evaluations Preliminary Ed Goal and Plan Legend Workshops/Activity Orientation Document/Output Financial Activity FAFSA Application Financial Support $ Counseling Orientation [D] Registration (7) Fees Formal Ed Goal and Plan Registration First Day of Instruction One Week Prior to Start Orientation [F] Rights &Responsibilities (9) Title IX(9) Student Success Tips(9) Orientation [E] Academic Expectation (1) Academic Support (5) Student Support (5) Pay Fees Student Schedule JUST-IN-TIME ORIENTATION

26 Orientation PROGRAM SPECIFIC ORIENTATIONS The purpose of the orientation is to: Provide a program overview, including safety requirements Provide math skill assessment and opportunity to test out of Electrical Mathematics course and advance directly to next level Outline certificate and degree requirements and assist with course selection Nearly 30% (278 of 969) of students passed math assessment, testing out of ELEC 202 (Electrical Mathematics) Course success rates increased on average 20 percentage points

27 ASSESSMENT PURPOSE To position students at a point of learning that most enables them to successfully master the overall coursework at the college as it leads to their educational goals. TRADITIONAL IMPLEMENTATION High-stakes standardized testing that places students in multiple layers of remediation with low success rates in completing basic skills sequences. Session Example Strategies: Employing pre-assessment workshops Piloting multiple measures assessment models Using co-requisite models

28 Assessment PRE-ASSESSMENT WORKSHOPS Pre or Post Workshop Math Prep Workshop Results from Local High School Total Tested Math 005 Math 008 Math 010 Math 030 Math Math Math 180 Take Elem. Algebra Test Take Interm. Algebra Test Pre Post

29 Assessment MULTIPLE MEASURES 100% 75% % of students placed in transfer-level math and English courses by placement type and academic year 59% 50% 31% 29% 32% 37% 39% 25% 9% 14% 0% F2012 Promise Pathways Accuplacer Only Transfer Level Math F2012 Promise Pathways with Multiple Measures Transfer Level English F2013 Pathways with Multiple Measures F2014 Pathways with Multiple Measures

30 Assessment MULTIPLE MEASURES RESULTS 100% 75% % of fall 2012 Promise Pathways cohort and comparison students who successfully completed transfer-level math and English courses success within three years 60% 50% 25% 32% 25% 39% 0% Transfer Math Success Promise Pathways Transfer English Success Matched Comparison

31 Assessment CO-REQUISITE MODELS Integrate needed support in college-level gateway courses. Depending on the needs of students, three methods are most effective: 1. Single-semester, co-requisite approaches deliver remediation to students enrolled in traditional single-semester, college-level gateway courses. 2. One-course pathways stretch common single-semester gateway courses over two semesters instead, benefitting students in need of more academic help while ensuring them full credit that counts toward degrees. 3. Parallel remediation is effective for students enrolled in career technical or applied degree programs. Any academic shortcomings are addressed in connection to the program of study, so needed English and math remediation do not become obstacles to beginning coursework.

32 EDUCATIONAL PLANNING PURPOSE To ensure each student has a clear educational goal and understands what to do to achieve that goal; To enter into a contract between student and college to meet the goal. TRADITIONAL IMPLEMENTATION Most students do not have a current Student Education Plans (SEPs), many students don t follow the plan, and the college doesn t guarantee that the student will be able to follow the plan. Session Example Strategies: Linking SEPs to schedule creation & building relationships

33 Ed Planning Linking SEP to Schedule Creation How accurate and accessible is our SEP data? How closely are students following their SEPs? How do you incentivize a student to follow an SEP? How many colleges are they maintaining SEPs at? 33

34 Ed Planning Instructional Liaison Counseling Model Building relationships with faculty, counselors, and students Linked to larger student services team 34

35 Ed Planning Statewide Initiatives Educational Planning Initiative (Hobson Starfish) o Degree Planner, Early Alert, Connect Appointment Scheduler Common Assessment Initiative (CSSAssess) CCC MyPath Portal Guided Pathways 35

36 TEAM ACTIVITY #2 1. As a consultant team, you ve been asked to identify a matriculation strategy that will have the greatest impact on enrollment management for SoCal Community College. Choose ONE SSSP core component (Orientation, Assessment, Ed Planning) and: a. Explain why focusing on that component will have the greatest impact on enrollment management; b. Describe your innovative strategy to address the core component and how it will change the student experience; c. Explain how the college would know the innovative strategy has been successful once implemented. SoCal Community College Orientation: 80% total students, online 45- minute presentation. Assessment: 90% total students place into basic skills courses, ACCUPLACER test only. Ed Planning: 75% new students, 48% all students with SEPs; no early alert or degree audit; using inhouse electronic ed plan tool. 36

37 Enrollment Management Part 2: Scheduling, Retention, & Completion ACCCA 101 PRESENTATION JULY 25, 2017 DR. GREG PETERSON, VP STUDENT SERVICES LONG BEACH CITY COLLEGE

38 ENROLLMENT MANAGEMENT PART 1: Programming to Matriculation PART 2: Scheduling, Retention, and Completion PART 2: Scheduling, Retention, and Completion Section 1: Scheduling Team Activity Section 2: Retention and Completion Team Activity

39 RECRUITMENT TO COMPLETION (1) Programming (4) Assessment (7) Scheduling (Enrollment) (2) Outreach/ Marketing (5) Educational Planning Graduation/ Completion (3) Orientation (6) Retention & Completion 39

40 EFFECTIVE SCHEDULING Providing the courses students need at the time they need them in the most efficient way possible.

41 CCC FUNDING How are California Community Colleges funded? State Apportionment, Property Taxes, Student Enrollment Fees How does a College earn more money? Growth Can a College stay the same size?

42 Income FTES PRIMER What is FTES? How is this different from student headcount? What are the different types of FTES? How much is each FTES worth? What is the apportioned budget of your college? How much must go to instruction?

43 Income HOW TO CALCULATE FTES Equivalent to 525 hours of student instruction Derived by considering that one student could be enrolled in courses for 3 hours a day, 5 days a week, for an academic year of 35 weeks---so basically, a total of 525 hours per one FTES (3 x 5 x 35 = 525). How much FTES is generated for: Math class, 40 students, 17.5 weeks, 4 units Psychology class, 60 students, 17.5 weeks, 3 units Welding class, 25 students, 17.5 weeks, 3 units

44 Income HOW TO CALCULATE FTES FTES is computed under one of the four available attendance accounting procedures: o Weekly Census o Daily Census o Actual Hours of Attendance (Positive Attendance) o Alternate Attendance Accounting Procedure When is census? Why does it matter?

45 Income FTES REPORTING CCFS-320 Report: First Period July 1 thru December 31 (data is annualized), due 1/15 Second Period July 1 thru April 15 (data is annualized), due 4/20 Annual Report July 1 thru June 30, due 7/15 Recalc Report Revisions to Annual Report, due 11/1

46 IncomeSCHEDULING PRODUCTIVITY What are Weekly Student Contact Hours (WSCH)? o WSCH = FTES x 30 What is Full-Time Equivalent Faculty (FTEF)? o Typical Faculty Load = 15 units Productivity Ratio: WSCH/FTEF o WSCH represents the amount of revenue generated by a course, while FTEF represents the cost of running the course.

47 IncomeSCHEDULING PRODUCTIVITY

48 IncomeSCHEDULING PRODUCTIVITY The model is built on 1 FTES equals 525 student contact hours, so efficiency is set at 525 Productivity Ratio: WSCH/FTEF o Math 101 FTES = [30 students x 4 units x 17.5 weeks]/525 o WSCH = FTES x 30 o WSCH/0.267 (4/15 faculty load) o Productivity Ratio =

49 TEAM ACTIVITY #3 1. You have been asked to schedule three 6- week sessions, with 6 classes each session, for students interested in the culinary associates degree program. You need to offer all of the sections listed to the right. Please create a schedule for the three 6-weeks sessions that has the highest productivity ratio for each session. 2. FTEF for FT = 0.2, FTEF for PT = 0.04 Program Courses (A) CULIN 1 24 students, 5 units, 75% fill rate, FT CULIN students, 6 units, 75% fill rate, PT CULIN students, 2 units, 80% fill rate, FT (B) ENGL 1 31 students, 3 units, 95% fill rate, PT MATH students, 4 units, 90% fill rate, FT COMM students, 3 units, 85% fill rate, PT PSYCH 1 55 students, 3 units, 80% fill rate, FT HIST 6 50 students, 3 units, 75% fill rate, PT 49

50 IncomeSCHEDULING CONSIDERATIONS Student Demand Facilities Course vs. Program Overall Program Portfolio

51 RECRUITMENT TO COMPLETION (1) Programming (4) Assessment (7) Scheduling (Enrollment) (2) Outreach/ Marketing (5) Educational Planning Graduation/ Completion (3) Orientation (6) Retention & Completion 51

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53 Income WHAT DO STUDENTS NEED MOST? DIRECTED: students have a goal & know how to achieve it FOCUSED: Students stay on track NURTURED: Students feel somebody wants & helps them succeed ENGAGED: Students actively participate in class & extracurricular activities CONNECTED: Students feel like they are part of the college community VALUED: Students skills, talents, abilities, & experiences are recognized RP Group: Student Support (Re)Defined

54 Income GUIDED PATHWAYS 1. College program redesign must pay attention to the entire student experience, rather than to just one segment of it. 2. Guided pathways redesign is not the next in a long line of discrete reforms, but rather a framework or general model that helps unify a variety of reform elements around the central goal of helping students choose, enter, and complete a program of study. 3. The redesign process starts with student end goals for careers and further education and backward maps the programs and supports.

55 Two Year Daytime Pathway

56 Two Year Evening Pathway Prep course?

57 TEAM ACTIVITY #4 As a team, develop a definition of enrollment management that encompasses the entire recruitment to completion cycle that you could share with your colleagues back at your colleges, that is 3 minutes or less. 57