One Team with One Voice…Serving 58 Program Analysis, Technology Tools and New Opportunities

1. One Team with One Voice…Serving 58Program Analysis, Technology Tools and New Opportunities North Carolina Community College Adult Educators Association (NCCCAEA) Fall Conference September 25, 2014 • Barbara Boyce and Margaret Roberton

2. Making the Case… SACS Comprehensive Standard 3.4.2  The institution’s continuing education, outreach, and service programs are consistent with the institution’s mission. Workshop Description Program Analysis, Technology Tools and New Opportunities How do you look at your institutional data to determine impact, relevance and results relative to goals? There are a number of ‘internal’ resources available for analysis today (Colleague, Excel, Informer, Data Warehouse) as well as external inputs like NC WORKS. This session will focus on how to utilize the various resources to develop an analysis process relevant to the institution. Topics will also include technology opportunities that are on the horizon (SAS and Elevate). • Rationale and Notes: • This standard recognizes a clear distinction between credit and noncredit activities and reinforces that, when such outreach activities are in place, they should be consistent with the institution’s mission. • Relevant Questions for Consideration: • What evidence exists that demonstrates that continuing education, outreach, and public service programs are consistent with the institution’s mission? • What evidence exists that demonstrates that continuing education, outreach, and public service programs are regularly evaluated in relation to the institution’s mission? Purpose Statement: While the focus of this document is to help colleges compile the “evidence” needed to meet SACS Criteria 3.4.2, the ultimate goal is to develop a template for colleges to conduct a comprehensive program analysis of their Continuing Education program.

3. Workforce Continuing Education SACS Comprehensive Standard 3.4.2

4. Making the Case… • Areas for Discussion: • College Mission Statement • Program Branding • Program Mix • Program Features • Target Audience • Outreach Strategies • Performance Measures • Data Collection • Program Analysis • Information Dissemination SACS Comprehensive Standard 3.4.2  The institution’s continuing education, outreach, and service programs are consistent with the institution’s mission.

5. Additional SACS ConsiderationWhere do CEUs Fit? • The CEU is a means of recording and accounting for continuing education activities and meeting the mandatory certification requirements of certain professional organizations. • One Continuing Education Unit (CEU) is ten (10) contact hours of participation in an organized continuing education experience under responsible sponsorship, capable direction, and qualified instruction. • The Commission on Colleges established guidelines for non-credit programs which award CEUs. In keeping with these guidelines, institutions whose missions include the offering of continuing education programs have used the CEU in at least three ways: • As a unit to measure and recognize an individual's participation in non-credit work that meets specific criteria, • As an accounting unit to measure and report the institution's entire program of non-credit work, and • As a basis, through its implementation, for quality assurance in non-credit continuing education programming. • The Continuing Education Unit: Guidelines, The Commission on Colleges, The Southern Association of Colleges and Schools, p. 3, Fifth Edition, Atlanta, 2000.

6. Workforce Continuing Education Critical Research Questions

7. Critical Research Questions • Areas for Discussion • #1: College Mission Statement • What is your college’s mission statement? • What are the key words/phrases in your institution’s mission statement? • Are continuing education, outreach, and public service programs specifically written into the mission statement? • Does your college have a mission statement/purpose statement for continuing education? • Areas for Discussion • #2: Program Branding • What is the name of your unit/department/division? • What is the role and scope of your continuing education, outreach, and public service programs? • What guiding principles (branding messaging) have you established for your program?

8. Critical Research Questions • Areas for Discussion • #3: Program Mix • Can you identify 2-4 broad categories to describe your mix of programs and services? • What are some specific descriptors within your broad categories? • What are the labor-market drives for your programs and services? • Areas for Discussion • #4: Program Features • What are the features of your programs and services? • How do you assess the demand for these features? • What are the quality indicators for your programs and services? • What is your Unique Selling Proposition? • How do students access/progress through the features of your programs and services?

9. Critical Research Questions • Areas for Discussion • #5: Target Audience • Can you identify 4-6 broad categories that describe your target audiences? • What are the specific market segments within your broad categories? • Can you answer the “who, what, and why” questions relating to your target audience? • Areas for Discussion • #6: Outreach Strategies • What strategies are used to “reach out” and promote your programs and services? • How do your outreach strategies match your program features? • Can you answer the “who, why, and how” questions related to your outreach strategies?

10. Critical Research Questions • Areas for Discussion • #7: Performance Measures • Can you identify 4-6 broad categories that describe your program goals? • Can you identify 2-4 performance indicators within your broad categories? • What are your baseline benchmarks? • How to track student progress relative to your benchmarks? • Do your performance indicators meet the SMART guidelines (see below)? • SMART stands for Specific, Meaningful and Measurable, Agreed to and Attainable, Reality-based, and Timely. • Areas for Discussion • #8: Data Collection • What are your guiding principles for collecting and evaluating data? • Are there standard reports that can provide baseline data? • What tools and resources are available from a state and local perspective?

11. Critical Research Questions • Areas for Discussion • #9: Program Analysis • Can you identify 4-6 broad categories that will provide a framework for your analysis? • Can you identify 2-4 research questions for each category? • What are some observations and trends identified from data collected? • What are the strengths, weaknesses, opportunities and threats to your program? • What is the process for revising goals and measures in response to the results of the program analysis? • Areas for Discussion • #10: Information Dissemination • How and to whom is information distributed to others? • What are your strategies for continuous improvement? • What reporting systems need to be put in place that allow students, policymakers, and practitioners to examine college and system performance?

12. Workforce Continuing Education Program Analysis – Sample Questions

13. Program Analysis – Sample Questions • Broad Category • Course Offerings • What specific courses were offered? • Do these courses reflect the training needs in your local area? • What courses earned the highest and lowest FTE figures? Were they appropriate for the specific course offering? • What courses had the highest and lowest enrollment figures? Were they appropriate for the specific course offering? • Did enrollment and FTE increase or decrease for the following timeframes? • Reporting Term: Term-over-Term and High/Low Reporting Terms • Reporting Year: Year-to-Year change--- 1-yr, 3-yr, and 5-yr

14. Program Analysis – Sample Questions • Broad Category • Course Offerings • What relational changes occurred between increases/decreases in enrollment and FTE? • What factors (internal and external) impact the change in enrollment and FTE figures? Will those factors still exist during the next year? • Did the scheduled hours/length of course/time format impact your enrollment and FTE? If yes, what action steps will you take to maintain/increase growth? If not, what action steps will you take to change the situation? • How did the occupational extension registration fee structure impact the following: courses offered, class location, enrollment and FTE?

15. Program Analysis – Sample Questions • Broad Category • Course Offerings • Did the FTE figures meet your goals? If yes, what action steps will you take to maintain/increase growth? If not, what action steps will you take to change the situation? • Did the college add and/or delete course offerings? If yes, what were the courses and how did they perform? • What is your cancelation rates overall, by program and course? • What is the story behind the cancelations? • Are courses purposefully linked to employers (jobs)? • Are courses purposefully linked to industry, state or national credentials?

16. Workforce Continuing Education Sample Tools and Resources

17. Sample Tools and Resources • Broad Category • Course Offerings • Colleague (XCES and XCLS Reports) • NCCCS Data Warehouse • Informer Reports • SAS Data Store • Ellucian Elevate • NCWorks Online

18. Sample Tools and Resources • Colleague Base Reports • XCES Statistical Report providing estimated FTE data and registration numbers • XCLS Status Report providing course status information to include ‘graded’, ‘late’ or ‘canceled’ • Informer Reports • Custom reports that pull from ‘live’ Colleague data. Can provide cross views into Course, Student and AR dependent on access.

19. Sample Tools and Resources • Colleague – Statistical Report (XCES)

20. Sample Tools and Resources • Colleague – Status Report (XCLS)

21. Sample Tools and Resources • Colleague – Report Analysis Output

22. Sample Tools and Resources • NCCCS Data Warehouse Step 1: Select User Types and Complete Online Form • Executive Information Systems (EIS): Users are given access to the set of state-level standard reports. • Literacy: SKW-level access plus Literacy data. • Skilled Knowledge Worker (SKW): Users create custom reports with college-level data. SKWs are also given EIS access. • State Agency: Access level is based on needs. • System Office: Users are given access to state-level for creating custom reports, EIS access is built in to this user type. Step 2: Print and signthe last page and fax it to Patrick Callahan at 919-807-7164 Step 3: Complete the following steps: • Save the Local Security Information file to \My Documents\My Business Objects Documents\LocData folder. • Download the Web Intelligence Rich Client. Once downloaded, click the file and Run (install) it. Once the installation begins, simply accept all of the defaults. • Place the Extranet File in \My Documents\My Business Objects Documents\LocData Step 4: Download training manuals and begin using the System • Skilled Knowledge Worker Training Manual - Information on using Web Intelligence Rich Client for creating custom reports. • Executive Information System Training Manual - Information on retrieving and updating state-level standard reports (formerly Corporate Documents).

23. Sample Data Flow Informer CIS Unidata SAS 5R11 Envision * The Power of SAS Local Data Set Flat file Excel Text CSV Sample PERSON data This data should be saved in a place consistent with your PII/FERPA procedures Informer Report saved as Excel SAS output based on sample PERSON data. * Not all colleges have 5R11.

24. SAS Data Store Local Data Sets SAS Enterprise Guide Program SAS Enterprise Guide Program Identify different record types 1.) Student 2.) Demographic 3.) Registration 4.) Progress 5.) Financial Aid 6.) Developmental 7.) Course Detail 8.) Applicant 9.) Test Data SAS reads the flat file and breaks the record types out into separate files. We build a current semester and cumulative SAS datasets SAS Enterprise Guide enables local reporting

25. SAS datasets are available for reporting SAS DataSets

26. SAS – Next Steps • What’s In It For Me? • Ability to match System Office reports with local data. If they don’t match tell us and we will investigate. • Create time based reporting for comparison semester over semester. • Easy access to vast amounts of data types across your student population. • Create standard reports with easy access each semester. What You Need To Do? Get with your local IT team! Install SAS. You need access to the relevant data in flat file format. You need space on a shared drive to store the SAS datasets. Modify the SAS Data Store ETL.egp for your local server information. Modify the SAS Data Store Reports.egp to point to your local server created by the ETL. Always remember PII and FERPA rules!

27. Ellucian Elevate • What is Ellucian’s turnkey solution? • Elevate is a mobile-ready Software as a Solution (SaaS) used to manage, market and measure Workforce Continuing Education courses. • Catalog/Program Management • Course Marketing/Tracking • Enrollment • Completion • Integration to Student Information System (SIS)

28. Elevate (SaaS)

29. NEW NCCCS Website You may have noticed a change if you visited our website recently

30. Workforce Continuing Education • Work in Progress • Credential Information • Training Documents • Accountability Guidelines • Instructor Resources • Student Resources http://www.nccommunitycolleges.edu/workforce-continuing-education

31. Where Did It Go? • Annual Reporting Plan and Status Updates • http://www.nccommunitycolleges.edu/business-intelligence • Annual Statistical Reports • http://www.nccommunitycolleges.edu/business-intelligence/annual-statistical-reports • Audit Services • http://www.nccommunitycolleges.edu/finance-operations/audit-services • Budget Information • http://www.nccommunitycolleges.edu/finance-operations/budget-accounting/budget-information • State Board Code • http://www.nccommunitycolleges.edu/sbcccode • State Board Meetings/Agendas • http://www.nccommunitycolleges.edu/state-board-community-colleges

32. NCWorks Online https://www.ncworks.gov