Strategic Plan for Enrollment Management Institutional Facilities & Capacity Management Subgroup

1. Strategic Plan for Enrollment Management Institutional Facilities & Capacity Management Subgroup Preliminary Presentation June 1, 2010

2. Agenda • Charge • Membership & Process • Preliminary Results • Quantitative Model for Resource Demands • Qualitative Changes to Increase Capacity • Questions and Discussion

3. Charge to the Committee Goal: Develop facility and capacity management model to support the enrollment target of 25,400 students and credit hour production of 625,000. • Identify the ideal number of tenure track faculty • Identify ideal faculty/student ratios • Identify ideal academic advising/student ratios • Integrate accreditation requirements • Identify appropriate utilization of technology to improve operations

4. Committee Tasks • Establish baseline ratios for capacity management & minimum requirements to support institutional enrollment goals, addressing: • Classroom capacity • Teaching delivery methodologies (distance vs. face-to-face; on- vs. off-campus) • Number of tenure-track faculty • Course Loads • Course fill rates • Housing capacity • Computer labs • Recreational facilities

5. Committee Tasks • Establish strategic objectives (including related strategies/ programs and measurable outcomes) that operationalize the facility and capacity management goals.

6. Membership & Process • Committee Membership • Helen Brantley, Chair, TLRN • Brian Brim, Provost’s Office • James Erman, Interim VPR • Phil Eubanks, Chair, ENGL • Lori Marcellus, Dir. UG Studies, CoB • Cheryl Ross, Finance & Facilities • Mike Stang, Dir., Housing & Dining • Matt Venaas, Student Trustee • Kelly Wesener, Student Affairs

7. Quantitative Model • The goal is to forecast what future student populations might look like, and to project the resources needed to appropriately serve those populations • Most resource demands depend on who the student is: major, academic level, level of ability, etc. This requires a detailed student profile. • We need to differentiate between enrollment-driven resources and student-driven resources.

8. Quantitative Model Enrollment-Driven Resources • Professorial Faculty • Instructors • Adjunct & Clinical Faculty • Graduate Assistants • Graders & Tutors • Classrooms • Laboratories • Computer labs Student-Driven Resources • Advising • Library • Housing & Dining • Recreational & Student Activity Facilities • Counseling, CAAR, … • Career Services • Health Services • Administrative & Support Offices

9. Quantitative Model “Student profile” means student headcount parsed by • Declared major • Academic level • Point of entry (transfer vs. new freshman) • GPA • Full-time vs. part-time • ???

10. Quantitative Model Current Student Profile Future Student Profile Course Enrollments Student – Driven Resources Enrollment - Driven Resources

11. Quantitative Model Current Student Profile Future Student Profile Course Enrollments Student – Driven Resources Enrollment - Driven Resources

12. Quantitative Model Departing Students Spring 11 Fall 10 Continuing Students Departing Students Returning Students Continuing Students Fall 11 Spring 12 New Students DepartingStudents Continuing Students Departing Students

13. Quantitative Model

14. Quantitative Model Current Student Profile Future Student Profile Future Course Enrollments Student – Driven Resources Enrollment - Driven Resources

15. Quantitative Model Construct a matrix of course demand by student type. Each cell gives the % of students of a given profile who enroll in a given course. Example: Transfer students by college and academic level, enrolling in “Just in Time” (i.e. high-demand entry-level courses) in MATH.

16. Quantitative Model

17. Quantitative Model Current Student Profile Future Student Profile Course Enrollments Student – Driven Resources Enrollment - Driven Resources

18. Qualitative Changes Given a number of seats in a given class, what resources are required to provide those seats? Example: every 100 students enrolling in MATH 211 requires • 1.1 lecture halls of capacity 80+ for 3 hrs/wk • 3.3 classrooms of capacity 20 – 40 for 1 hr/wk each • 0.55 FTE faculty or 0.275 FTE Instructor • 1.1 FTE GA for recitation • 0.275 FTE GA for tutoring

19. Qualitative Changes What changes can we make that better use our existing resources? Those changes need to: • Allow us to serve more students • Preserve quality of the educational experience • Require little or no new cost

20. Qualitative Changes • Reduce attrition • Classroom utilization • Temporal distribution of courses (days of the week, time of day) • Use of off-campus, distance learning and summer offerings • Ensuring students can construct a schedule that leads them to graduation in 4 years • Examining imbalance between fall and spring enrollments

21. Qualitative Changes • Examining effectiveness of limited admission/retention programs • Targeting advising to those students that will most benefit • Identifying students in good standing who are at risk of leaving • Synchronizing the differing schedules for recruiting & enrollment; scheduling & staffing courses; hiring instructors and graduate assistants, etc.

22. Qualitative Changes For each of these, our goals are: • Determine what data is needed to substantiate whether there is a real opportunity for improvement. • Identify the key actors/decision-makers for addressing the issue. • Identify the possible “side effects” or unintended consequences of a change. We are starting with classroom utilization and scheduling imbalances.

23. Conclusion • Testing feasibility of data-collection for quantitative model • Identifying data needs for determining viability of qualitative changes • Questions and comments?