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CCSN Enrollments and the Distribution of Courses & Programs to Sites

CCSN Enrollments and the Distribution of Courses & Programs to Sites. Discussion with Chief Campus Administrators, Deans, Chairs, Faculty, Site Managers May 5, 2006. Problem. CCSN has responded in the past to rapid enrollment growth, but now growth is slowing.

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CCSN Enrollments and the Distribution of Courses & Programs to Sites

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  1. CCSN Enrollments and the Distribution of Courses & Programs to Sites Discussion with Chief Campus Administrators, Deans, Chairs, Faculty, Site Managers May 5, 2006

  2. Problem • CCSN has responded in the past to rapid enrollment growth, but now growth is slowing. • Campuses, centers and sites, as well as internal scheduling processes, have emerged in response to rapid growth, but now we need to reflect on optimum use of facilities and scheduling for best distribution of programs. • Opportunity: Consider current operations and processes in preparation for more managed growth.

  3. Spring FTE Enrollment Data(March 15, 2006 Enrollment Report)

  4. Spring FTE Enrollment Data(continued)

  5. Noel-Levitz Findings: Challenges for CCSN Areas of statistically significant DISAGREEMENT: • Classes are scheduled at times that are convenient for me. • The classes I need for my program are usually available. • I am able to register for classes I need with few conflicts.

  6. Model of Proposed Campus, Center and Site Missions • Campuses: Full degree, certificate, service and transfer campus • Preparation/Skills Sites: Developmental • Remote Sites: Comprehensive Opportunity • High Tech Sites: General Education & Transfer

  7. Mission: Full degree, certificate, service and transfer campus

  8. Mission: Developmental

  9. Comprehensive Opportunity

  10. Mission: General Education and Transfer

  11. Mission: Unique Services & Workforce Development • Nellis AFB offers educational opportunities unique to the CCSN MOU with the Air Force. • West Sahara offers workforce training and development.

  12. Scheduling Objective • Optimize curriculum offerings for: • meeting student demand • departmental productivity • distribution for campuses, centers and sites

  13. Scheduling Proposal 1: Skeletal Matrix • A skeletal draft of a fall and subsequent spring semesters provides an opportunity for chairs to ensure effective course distribution to the campuses, high tech centers, remote (rural) sites, and urban preparation/skills sites. • Developing both the fall and spring schedule shells should promote effective course sequencing which could aid program completion rates. • To achieve a more appropriate blend of course and program distribution to our sites, the proposed skeletal matrix provides assistance to departments. For instance, campuses are intended to deliver more comprehensive degree, certificate, and transfer services than high tech centers. High tech centers deliver more than rural sites. Preparation/skill sites concentrate on developmental education.

  14. Scheduling Proposal 2: Proportionality

  15. Other Recommendations • 1. Develop by the end of Spring semester 2006 a mission statement for each site that complements the CCSN strategic plan. • 2. Deans, chairs, site managers and CCAs participate in an annual meeting for the development of courses and programs at the respective sites. • 3. Through the Institutional Research (IR) office, better survey community and student needs. • 4. Develop a communication plan to let our internal community know of this study and its recommendations. • 5. Develop more niche programs for centers. • 6. Clarify line of authority and chain of command for sites and site managers.

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