Enrollment Management CCCCIO

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Enrollment ManagementCCCCIO 411 CIO
AcademyOctober 30-31, 2007

• Randal Lawson
• Executive Vice President, Santa Monica College
• Immediate Past President, CCCCIO

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Overview

• What is enrollment management and who should be
  involved?
• The Schedule of ClassesPlanning and Mechanics
• Marketing and Enrollment Services
• Student Retention/Persistence
• Reporting and Compliance

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What is enrollment management?

• It is not
• Just a quick fix to your current enrollment
  problems
• Just an enhanced admission or marketing operation
• Just an explanation for enrollment-related
  decisions (class cancellations, etc.)
• Just a planning document that sits on a shelf

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What is enrollment management?

• It is
• An institutional commitment and an integral part
  of strategic planning
• A clear articulation of institutional enrollment
  goals (well beyond sheer numbers)
• A plan that aligns services and resources under
  the umbrella of a larger vision
• A data-driven strategy
• A living plan that is constantly changing as
  institutional needs change

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Who should be involved?

• At the institutional planning and implementation
  levelsEVERYONE
• Must be a shared vision with acceptance of
  clearly articulated goals
• Acceptance of well defined responsibilities for
  all members of the college community
• Integral part of participatory governance
  planning processes, but
• Need to avoid the trap of allowing individual
  operational/implementation decisions to become
  subject to management by committee

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Who should be involved?

• At the operational planning levelKey
  Administrators and their Management Teams
• Chief Instructional Officer
• Chief Student Services Officer
• Chief Business Officer
• Chief Information Services Officer
• Institutional Researcher
• Marketing/Public Information Administrators

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What information is needed?

• Reliable historical enrollment, course offering,
  and budget data
• Useful what if projection tools based upon
  these historical data
• Ability to actively monitor progress so that
  timely adjustments can be made
• Identification of key performance indicators
• Identification of benchmarks

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Schedule of Classes

• Focus of Academic and Fiscal Planning
• Central to community college mission
• Primary source of both institutional income and
  expenditures
• Must balance consideration of academic needs and
  fiscal realities

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Schedule PlanningFiscal Considerations

• Size of the schedule
• To grow or not to grow
• Is growth funded?
• How much growth can you afford?
• Costs of additional faculty and staff
• Impact of other projected expenditures
• What is the capacity for growth?
• Facilities/Budget for Distance Education Support
• Adequate numbers of faculty in targeted areas
• Adequate student support services

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Schedule PlanningFiscal Considerations

• Size of the schedule
• Is a reduction necessary?
• Is there a choice? Can better efficiency/producti
  vity address the problem?
• Can have unintended long-term impact
• ExampleSignificant community college system
  enrollment decline following 2002-2004 budget
  constraints
• Sometimes, there is just no choice
• Need to carefully consider contractual obligations

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Schedule PlanningFiscal Considerations

• Balance between Academic/Fiscal Perspectives
• CIO and CBO must learn to understand and respect
  each others worlds.
• Disturbing this balance can have unintended
  long-term consequences.

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Schedule PlanningMeeting Student Needs

• Establish culture of basing recommendations and
  decisions on information rather than
  institutional myths
• Importance of good historical information
  regarding student demand patterns, such as
• History of course offering size and distribution
• History of individual course offering
  experience/trends
• Courses with Largest Enrollments
• High Enrollment/Demand Courses
• Low Enrollment/Demand Courses
• Course cancellations/additions during previous
  registration periods

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Schedule PlanningMeeting Student Needs

• Provide effective friendly formatting of such
  information to all involved in the scheduling
  process
• Allocate specific numbers of course sections to
  division/departments
• Establish and enforce specific class time
  patterns
• Maintain appropriate balance among time patterns
  and days of offering

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Schedule PlanningMeeting Student Needs

• Allocate classrooms to divisions/departments
• Class size/room capacity match
• Avoid culture of departmental control (priority
  rather than entitlement establish point in time
  where classrooms revert to general use)
• Monitor facilities use data and adjust the
  offering accordingly
• Consider online vs. on ground distribution of
  course sections

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Schedule PlanningMeeting Student Needs

• Faculty Assignment and LoadLegal and Contractual
  issues
• Full-Time Faculty
• Contract Load
• Overload
• Assignment Preference Provisions
• Banking of Contract Load

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Schedule PlanningMeeting Student Needs

• Faculty Assignment and LoadLegal and Contractual
  issues
• Part-Time Faculty
• 60 Law
• Contractual Re-employment Provisions
• Class SizeMinimum and Maximum
• Often some conflict between effective scheduling
  and contractual obligations
• Need for district instructional voice in
  collective bargaining

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Schedule PlanningMeeting Student Needs

• Constantly monitor throughout the schedule
  building process relationship between
  recommendations and the planned allocation
• Maintain constant communication with participants
  about recommendation/plan relationship
• Without strong interventionschedules tend to
  roll over from semester to semester

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Schedule PlanningMeeting Student Needs

• Daily active monitoring of the schedule during
  registration periods
• Evaluate match between actual student enrollment
  and the course offerings
• Make necessary scheduling adjustments in a timely
  manner
• Constant communication/interaction among
  Instruction, Counseling, and Enrollment Services
• Evaluate effectiveness of each schedule, learn
  from your successes and mistakes, and use for
  next schedule

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Scheduling Mechanics

• Definitions
• Daily Contact Hours (DCH)
• Meeting time per day
• Daily Student Contact Hours (DSCH)
• Daily Contact Hours Number of Students
• Weekly Contact Hours (WCH)
• Daily Contact Hours Class Meeting Days
• Weekly Student Contact Hours
• Weekly Contact Hours Number of Students

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Scheduling Mechanics

• The 50-Minute Hour
• CCC Alternative Math for calculating contact
  hours
• Basic ConceptThat each clock hour consists of 50
  minutes of instruction and 10 minutes of passing
  time (between classes) or break time (within
  multi-hour classes)

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Scheduling Mechanics

• The 50-Minute Hour
• Multi-Hour Class Example (700 p.m. to 1000
  p.m.)
• 150 minutes of instruction 30 minutes of
  break/passing time
• When classes extend beyond the hour by a
  fractional amount
• Beginning with 0.3 hours representing 5 minutes
  beyond the hourcontact hours increased by 0.1
  for each 5-minute increment
• Crucial calculation for compressed calendar
  meeting times and intersession/short-term class
  meeting time

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Scheduling Mechanics50-Minute Hour
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Scheduling Mechanics

• More Definitions
• Censusa reporting snapshot in time at
  approximately the 20 point of a course
• Weekly Censusattendance reporting type for
  course sections that are regularly scheduled for
  the full semester
• Daily CensusAttendance reporting type for course
  sections that meet on a regular basis for at
  least five days, but meet for less than the full
  semester
• Most intersession course sections
• Short-Term course offerings within a regular
  semester

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Scheduling Mechanics

• And Still More Definitions
• Positive AttendanceAttendance reporting type
  based upon actual student attendance for the
  course section
• All Noncredit Courses
• Irregularly Scheduled and Open Entry/Open Exit
  Courses
• Independent Study/Work ExperienceAttendance
  reporting type based upon units rather than
  contact hours
• Non-Classroom Based Instruction
• Also includes most online instruction

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Scheduling Mechanics

• Term Length Multiplier (TLM)Number of weeks of
  instruction in regular fall/spring semesters
• Inclusive of all days of instruction, final exam
  days, and approved flexible calendar days
• Standard Term Length Multiplier17.5
• Compressed Calendarsrange from 16.0 to 17.0
• Quarter System Calendars11.67
• Full-Time Equivalent Student (FTES)the
  equivalent of one student enrolled 15 hours per
  week for two 17.5-week semesters
• Both enrollment measure and funding currency
• Calculation understanding essential for
  enrollment management
• 15 Hours 35 Weeks Magic Number of 525

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FTESCensus Weekly Formula

• Full TermCalculated at Census (20 of Term
  Length)

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FTESCensus Weekly Example

• Class of 30 students meeting 75 minutes per day
  twice a week (equals 3.0 WCH) for 17.5 weeks
  (Standard Term Length Multiplier)

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FTESCensus Daily Formula

• Less Than Full TermCalculated at Census (20 of
  Class Meetings)

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FTESCensus Daily Example

• Class of 30 students meeting 90 minutes per day
  (1.8 DCH) with 29 class meetings (6 weeks, 5 days
  per week, 1 holiday)

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FTESPositive Attendance Formula
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FTESPositive Attendance Example

• Class of 30 students meeting a total of 3 hours
  per week (3.0 WCH) for 17.5 weeks), with reported
  attendance hours at 90 of Perfect Attendance

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FTESIndependent Study Formula
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FTESIndependent Study Example

• 3-Unit Class with 30 Students Meeting for 17.5
  weeks (Standard Term Length Multiplier)

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Efficiency/Productivity Measures

• WSCH per FTEF (Weekly Student Contact Hours per
  Full-Time Equivalent Faculty)
• Different FTEF Calculations according to what is
  being measured
• Include only in classroom timemeasure of class
  size efficiency
• Include all compensated time (include
  release/reassigned time) of teaching
  facultymeasure of instructional budget
  efficiency
• Generally, 500-525 WSCH per FTEF considered
  acceptable
• Most useful as internal measure over time

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Efficiency/Productivity Measures

• FTES per FTEF (Full-Time Equivalent Students per
  Full-Time Equivalent Faculty)
• Comparative Annual Faculty Assigned Hour Use by
  Department/Discipline
• Comparison of Faculty Assigned Hours and FTES
• Fill rates Percentage of available seats
• Classroom Utilization Studies
• Know your break even point in terms of FTES
  revenue vs. direct instructional costs

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Marketing and Promotion

• Determining your basic message
• If all advertising and recruiting were to
  disappear, what would create positive
  word-of-mouth for your college?
• What negative word-of-mouth do you need to
  overcome?
• Establishing image and brand just as important
  as specific targeted enrollment campaigns
• Communicate a consistent messagecontributes to
  Look and Feel
• Be sure that performance lives up to claims

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Marketing and Promotion

• Create a positive word-of-mouth
• Focus on the student experience
• How convenient are the services you offer?
• Wait time in lines
• Availability of services when and where they are
  needed
• Consistency of service deliveryDo staff have a
  service attitude?
• Website Navigation
• Leverage the use of technology
• Acknowledge institutional challenges and
  demonstrate that you are doing everything you can
  to help

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Marketing and Promotion

• Create a positive word-of-mouth
• Focus on the student experience
• Get students involved in connecting with other
  students
• Tour Guides
• Informational Ambassadors
• Involve student clubs in welcoming new students
• Be sure students have a voice in planning and
  then championing the cause
• Student Surveys
• Focus Groups
• Student representation on planning committees
• Anecdotal Data (Student Stories)

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Marketing and Promotion

• Marketing is communication
• Both external and internal
• Not just expensive media buys
• Direct mail
• E-Mail
• Communicating with current students and those who
  left, not just with prospective new students
• Effective use of college website
• Schedule of Classes (both printed and online)
• Personalized communication
• Promotional Items/Services
• Effective use of community events

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Marketing and Promotion

• Challenges
• External
• Reaching non-traditional student populations
  (18-24 year olds who have stopped out of
  education)
• Getting too caught up in attempting to compete
  directly with other community colleges
• Remember that we all share the same missions, so
  our messages tend to be similar
• Successfully communicating the message of one
  institution can be of benefit to all community
  colleges.

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Marketing and Promotion

• Challenges
• Internal
• Everyones an expert syndrome
• Marketing often a target in budget planning
  discussions
• Focus on single message can result in sense
  that other programs and services are considered
  less important.

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Enrollment Services

• Outreach
• More than recruitmentpartnership with your
  community
• You have to be seen to be known
• Relationship with feeder high schoolscreating
  personal relationships with counselors and
  students
• High School Dual/Concurrent Enrollment
• Community events (literacy fairs, church fairs,
  community gatherings, etc.)
• Host students on campus
• Workshops/information booths for campus events
• Participate in national college fairs and
  national organizations
• Develop international student outreach and
  recruitment plan

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Enrollment Services

• Financial Aid
• Plays key role in both access and retention
• No access to education for many students without
  financial aid
• Timeliness of disbursement critical to student
  success
• Are student award letters distributed in time for
  students to make decisions about their education?
• What happens to student success if students
  cannot afford to buy textbooks?
• Statewide campaignicanaffordcollege.com

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Enrollment Services

• Admissions and Registration
• Not a passive processrequires daily active
  monitoring (in concert with Instruction)
• Student FlowNew Students
• Unknownsnever contacted the college
• Prospectscontacted the college, have not
  enrolled
• Applicantsapplied, have not enrolled
• Studentsapplied, enrolled
• Alumnileft the college, but may return and/or
  encourage others to attend the college

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Enrollment Services

• Admissions and Registration
• Student FlowContinuing Students
• Non-committedenrolled, dropped all courses
  before census
• Short-timersenrolled, completed at least one
  course, have not re-enrolled
• Stop-outsenroll, stop, come back
• Committedenroll, carry at least a partial load,
  persist through number of terms with limited stop
  out, may complete degree/certificate/transfer
  requirement

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Enrollment Services

• Active monitoring of enrollment
• Not just overall headcount numbers
• Monitor, assess, and act based upon what
  categories of students may not be registering
• New students?
• Continuing students?
• Returning students?
• Nonresident students?

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Student Retention/Persistence

• Dont forget about student retention and
  persistence
• Not just the right thing to do as educators
• Also a key part of Enrollment Management
• Welcoming approach to service delivery should not
  be limited just to outreach/orientation of new
  students
• At-Risk Student Populations
• Probation (academic and progress)
• Targeted services for special populations
• Early Alert activities

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Reporting and Compliance

• CCFS-320 Report
• Primary basis for college funding
• Needs to be cooperative effort among Fiscal,
  Instruction, and Enrollment Services staff
• Reporting of Total WSCH for each attendance type
  and for each semester/intersession to arrive at
  total FTES number
• Weekly Census
• Daily Census
• Positive Attendance
• Independent Study/Work Experience

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Reporting and Compliance

• CCFS-320 Report
• Three regular reporting periods (the first two
  requiring use of annualizers)
• P1 (First Principal Apportionment)January 15
• Gives System Office initial idea of total system
  enrollment
• In turn, System Office gives districts initial
  take on how various funding streams (growth,
  etc.) may be allocated.
• P2 (Second Principal Apportionment)April 30
• Although still an estimate, used as the basis for
  initial funding allocation (subject to
  Recalculation/Prior Year Adjustments in February
  of the following year)

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Reporting and Compliance

• CCFS-320 Report
• Annual ReportJuly 15
• Any changes from P2 submittal reflected in
  Recalculation of Apportionment in February of
  following year
• Recal ReportNovember 1
• Opportunity to submit amended/corrected report
  prior to Recalculation of Apportionment in
  February of following year

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Online References and Resources

• Student Attendance Accounting Manual
• http//www.cccco.edu/divisions/cffp/fiscal/allocat
  ions/
• links/manuals/saa_manual.htm
• Compressed Calendar Concept Paper
• http//www.ccccio.org/documents/
• CompressedCalendarConceptPaperandAppendices_000.pd
  f

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Contact Information

• Randal Lawson
• Executive Vice President
• Santa Monica College
• lawson_randal_at_smc.edu