enrollment management - accca 101/2017 class... · · 2017-07-21enrollment management part 1:...

Enrollment Management Part 1: Programming to Matriculation

ACCCA 101 PRESENTATION JULY 25, 2017 DR . G R EG PE T E RSON, V P ST U DE NT SE RV ICES

LONG BEACH C IT Y COL L EGE

Fitness Classes = $$

+ Free Fitness Coach

300 Spots = $7,500/month

Mission:

To build healthy communities by

transforming lifestyles

one person at a time.

Jenny

OPTION 1:

Increase class offerings and services

OPTION 2:

Offer monthly or annual membership

OPTION 3:

Target existing class members

Jenny

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

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

ENROLLMENT MANAGEMENTFacilitating the flow of students through the college in a

way that enables the college to achieve its mission.

7

RECRUITMENT TO COMPLETION

(6)

Retention &

Completion

Graduation/

Completion

(2)

Outreach/

Marketing

(3)

Orientation

(1)

Programming

(5)

Educational

Planning

(4)

Assessment

(7)

Scheduling

(Enrollment)

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?

• For everyone

• Local

• Low-Cost

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?

MARKETING THE COMMUNITY COLLEGE

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.

TYPICAL COLLEGE MARKETING MISTAKES

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

K-16 Career PathwaysProgramming

K-16 PATHWAYS

“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.”

STREAMLINED TRANSFER PROGRAMS

15

Build on labor market data & local demand

Leverage advisory boards to market program and build capacity

Provide community/student “engagement points”

INDUSTRY-LINKED CTE PROGRAMS

EFFECTIVE OUTREACHKnow your audience and establish a relationship.

6,000,000

6,050,000

6,100,000

6,150,000

6,200,000

6,250,000

6,300,000

6,350,000

6,400,000

California Public K-12 Graded Enrollment

GET POTENTIAL STUDENTS ON-CAMPUS

1. Turning visitors into applicants (25% increase at Golden West)• College Preview Day and Chican@/Latin@ Day

2. Hosting Community & Industry Events

3. Long Beach College Promise 4th/5th Grade Tours

4. Same-Day Registration Models

19

Outreach &

Onboarding

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: http://www.lattc.edu/http://college.lattc.edu/about-lattc/

2. Santa Barbara City College: http://www.sbcc.edu/http://www.sbcc.edu/about/

3. Santa Monica College: http://www.smc.edu/Pages/default.aspxhttp://www.smc.edu/AboutSMC/Pages/default.aspx

21


(6)

Retention &

Completion

Graduation/

Completion

(2)

Outreach/

Marketing

(3)

Orientation

(1)

Programming

(5)

Educational

Planning

(4)

Assessment

(7)

Scheduling

(Enrollment)

WHAT’S THE PURPOSE OF SSSP?

• Reborn through SB 1456 as part of the Student Success Act

• 4 Core Components: OrientationAssessmentEducational Planning Follow-Up for At-Risk Students

23

Outreach &

Onboarding

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

JUST-IN-TIME

ORIENTATION

Pre

Assessment

Post

AssessmentMath and/or English Prep Workshops

Orientation [A]

Welcome (2)

(About GWC)

Career

Planning

Major

Selection

Orientation[B]

Financial Aid (4)

Assessment (3)

OpenCCC

Orientation[C]

Goal Exploration (5)

Ed Planning (8)

Transcript

Submission

Degree

Planning (DW)FAFSA

Workshop

Counseling

Orientation [D]

Registration (7)

Fees

Registration

One Week Prior to Start

Orientation [F]

Rights &Responsibilities (9)

Title IX(9)

Student Success Tips(9)

First Day of

Instruction

Pay

Fees

Formal

Ed Goal and

Plan

Transcript

Evaluations

Couns. Appt

FAFSA

Application

Preliminary

Ed Goal and

PlanGWC

Application

Student

Schedule

Financial

Support $

Orientation [E]

Academic Expectation (1)

Academic Support (5)

Student Support (5)

Legend

Workshops/Activity

Orientation

Document/Output

Financial Activity

Results

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

Orientation

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.


High-stakes standardized testing that places students in multiple layers of remediation with low success rates in completing basic skills sequences.


• Employing pre-assessment workshops

• Piloting multiple measures assessment models

• Using co-requisite models

PRE-ASSESSMENT WORKSHOPS

Assessment

Math Prep Workshop Results from Local High School

Pre or

Post

Workshop

Total

Tested

Math

005

Math

008

Math

010

Math

030

Math

100 - 160

Math

170

Math

180

Take

Elem.

Algebra

Test

Take

Interm.

Algebra

Test

Pre 79 54 18 6 1 0 0 0 0

Post 59 0 0 25 10 5 4 8 7

MULTIPLE MEASURES

9%14%

31%

59%

29%37%

32%39%

0%

25%

50%

75%

100%

Transfer Level Math Transfer Level English

F2012 Promise Pathways

Accuplacer Only

F2012 Promise Pathways

with Multiple Measures

F2013 Pathways


F2014 Pathways


% of students placed in transfer-level math and English courses by placement type and academic year

Assessment

MULTIPLE MEASURES RESULTS

32%

60%

25%

39%

0%

25%

50%

75%

100%

Transfer Math Success Transfer English Success

% of fall 2012 Promise Pathways cohort and comparison students who

successfully completed transfer-level math and English courses

success within three years

Promise Pathways Matched Comparison

Assessment

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.

CO-REQUISITE MODELS

Assessment

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.


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.


• Linking SEPs to schedule creation & building relationships

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

Ed Planning

Instructional Liaison Counseling Model

34

Ed Planning

• Building relationships with faculty, counselors, and students

• Linked to larger student services team

Statewide Initiatives

• Educational Planning Initiative (Hobson Starfish)

oDegree Planner, Early Alert, Connect Appointment Scheduler

• Common Assessment Initiative (CSSAssess)

• CCC MyPath Portal

• Guided Pathways

35

Ed Planning

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 in-house electronic ed plan tool.

Enrollment Management Part 2: Scheduling, Retention, & Completion

ACCCA 101 PRESENTATION JULY 25, 2017 DR . G R EG PE T E RSON, V P ST U DE NT SE RV ICES

LONG BEACH C IT Y COL L EGE

ENROLLMENT MANAGEMENT

PART 1: Programming to Matriculation



Section 1: Scheduling

Team Activity

Section 2: Retention and Completion

Team Activity

39


(6)

Retention &

Completion

Graduation/

Completion

(2)

Outreach/

Marketing

(3)

Orientation

(1)

Programming

(5)

Educational

Planning

(4)

Assessment

(7)

Scheduling

(Enrollment)

EFFECTIVE SCHEDULINGProviding the courses students need at the time they

need them in the most efficient way possible.

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?

• 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?

Income FTES PRIMER

• 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

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?

Income HOW TO CALCULATE FTES

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

Income FTES REPORTING

• 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.

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 41 24 students, 6 units, 75% fill rate, PT

CULIN 23 21 students, 2 units, 80% fill rate, FT

(B) ENGL 1 31 students, 3 units, 95% fill rate, PT

MATH 30 35 students, 4 units, 90% fill rate, FT

COMM 10 40 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

• Student Demand

• Facilities

• Course vs. Program

• Overall Program Portfolio

IncomeSCHEDULING CONSIDERATIONS

51


(6)

Retention &

Completion

Graduation/

Completion

(2)

Outreach/

Marketing

(3)

Orientation

(1)

Programming

(5)

Educational

Planning

(4)

Assessment

(7)

Scheduling

(Enrollment)

IncomeWHAT 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

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.

Two Year Daytime Pathway

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.

enrollment management - accca 101/2017 class... · · 2017-07-21enrollment management part 1:...

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