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Successful Paradigm Shift:

Transforming Registration to Improve Student Success and Learning. Successful Paradigm Shift:. NASPA 2004 Conference. Hank Dunn & Anna Mays Sinclair Community College. Sinclair Community College. Downtown Campus in Dayton, Ohio 23,588 headcount 12,494 FTE (Fall, 2003) 59% female, 41% male.

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Successful Paradigm Shift:

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  1. Transforming Registration to Improve Student Success and Learning Successful Paradigm Shift: NASPA 2004 Conference Hank Dunn & Anna Mays Sinclair Community College

  2. Sinclair Community College • Downtown Campus in Dayton, Ohio • 23,588 headcount12,494 FTE (Fall, 2003) • 59% female, 41% male

  3. Sinclair Community College • 68% day students • 20% minority students • Financial Aid 2003-04:17,808 applications received; 12,019 PELL awards; 8,982 Ohio Instructional Grant awards

  4. Retention Issues Recent tracking and awareness of retention issues--What we know: • 64% avg. first to second quarter retention for new degree and certificate students • 55% avg. fall to fall retention • 8-15% graduation rates (3 years) • 35% non-success rates in top 45 enrollment courses

  5. College Resolve • Dissatisfaction with status quo • Board mandate to lower attrition rates • College-wide focus • Shift from Access only to “Access with Success” • College-Wide Retention Committee: “Paradigm Shift to Emphasis on Student Success”

  6. College-Wide Committees • Cross-Functional & Collaborative • Empowered to “look under rocks and examine sacred cows” • Lead by a Sponsor – VP level • Regular dialogue and feedback with Provost’s Work Group • Systemic change – and not on a glacial basis

  7. College-Wide Retention Committee Research - National Impact of Late Registration: • Studies of at-risk students in community colleges by Roueche and Roueche • Retention and student performance significantly improve once the policy of late registration is abolished

  8. College-Wide Retention Committee Research - National • Belcher & Patterson–1990 study of 6,278 late registrants registering during the first 10 days of class • Students were likely to be part-time older students. Students indicated they just decided to attend (26%), just arrived in town (17.4%), or had procrastinated (15%)

  9. College-Wide Retention Committee Research - National “The Effects of Early, Regular, and Late Registration on Community College Success: A Case Study,” (Street, Smith, Olivarez, 2001) • Differences between students enrolling during the three phases of registration (early, regular, late) in a two-year college were significant

  10. College-Wide Retention Committee Research - National • Best Practices in Recruitment & Retention (Levitz, Noel and Richter) • Formula for calculating cost savings with improvements in fall to fall retention of new students

  11. College-Wide Retention Committee Research - Institutional (Fall, 2001) • 26% were not successful if they registered a month before classes began. • 31% not successful if registered the week before classes began. • 35% were not successful if they registered after classes began.

  12. College-Wide Retention Committee Research - Institutional (Fall, 2001) • 46% of students who received temporary funding through Financial Aid immediately prior to Fall, 2001 did not successfully complete their courses with a C or better • Of students who registered on or after the first day of classes, 55% did not successfully complete courses • Note: Sinclair eliminated giving students temporary funding Fall, 2002

  13. Now ConflictedWe Knew We Should Do It,but… • What if enrollment declined? • What if we don’t meet our budget? • What if classes don’t make target? • What if a teacher can’t make his or her load? • What if? What if? What if?

  14. How Do you Get BeyondThe Concerns and Hype • “We have seen the enemy and it is us.” -- Pogo • What is in the best interests of your students and learning? • Students only know what you tell them. • Be prepared.

  15. Action Plan • Focus on college-wide shift that aimed at measurable improvements in retention and student success • Specific action plan for changes resulting in earlier registration patterns and practices • Efforts to minimize impact on enrollment and budget

  16. Marketing Plan • Uniform communication to all divisions and departments and all constituencies • Broad consensus on benefits and need for consistency • Marketing plan updated weekly

  17. Policy and Process • Earlier deadlines for registration, financial aid awards and book ordering/charges • Significant process improvements in group (batch) registrations—positive impact on subsidy • Emphasis on consistent communication to students—scripted questions and answers

  18. Strategic Key:College-Wide Support • Getting Administrative Support—monthly review with Provost’s Work Group; frequent communication between Vice Presidents • Emphasis on positive fiscal impact of increased retention • Significant process improvements beyond scheduling of registration

  19. College-Wide Support • Getting Faculty Support—emphasis on having students in class first day; clean rosters • Getting Staff Support—benefits of process improvements; less rework and lines • Presentations to key groups

  20. Outcomes Impact on Enrollment: (compared to previous year term) • Spring, 2003HC=20,992, Up 2.6%FTE=10,723, Up 3.9% • Fall, 2003 HC=23,588, Up 2.9%FTE=12,494, Up 4.7%

  21. Outcomes • Summer 2003HC 12,117FTE 3,823No change from 2002 (flat).

  22. OutcomesStudents and Staff • Evidence of support from students, faculty and staff in newsletters. • No lines of students the first week of classes in registration-related areas. • Faculty satisfaction having students in class the first day. • Parking less stressful during first week. • Withdrawals with refund were lower on deadline date.

  23. OutcomesStudent Persistence & Retention • Increase in all students registered from Spring/Fall, 2002 to Spring/Fall, 2003; 58.6% to 59.3% respectfully. • Increase of 7.3% in 1st qtr. (new) degree and certificate seeking students registered Spring 2003 over Spring/Fall, 2002 (48.8% to 52.1%)

  24. OutcomesStudent Persistence & Retention • Improved retention of Fall 2002-2003 from the 2001-2002 baseline for all students from 45% to 47.9% and for (new) degree seeking students 52.5%.

  25. OutcomesCollege Budget • New registration schedule publicized through existing marketing media using minimal funds. • Additional labor savings (overtime) as new pattern in “peak times” resulted in more appropriate staff schedules. • Increased awareness and clarification of registration processing and reporting processes. Subsidy was earned for total credit enrollment.

  26. OutcomesProjected Retention Savings • Decrease in attrition of 1st to 2nd year new degree seeking students who started Spring, 2003 from 51.5% (current baseline) to 47.9%. It is estimated the college will gain $26,856 in net revenue. • If this same experience in Spring is applied to Fall, 2003 for new degree seeking students, the college will gain an estimated $93,996 in net revenue. (47.5% baseline reduced to 43.7%)

  27. Other Unintended Consequences • Allowed forward movement of ILP initiative • Earlier Class Cancellations • Better Scheduling • Improved Parking • “Feels Good – doing the right thing” • Faculty and Administration on the same page

  28. Questions

  29. Contact Information • Hank Dunn, Vice President forStudent Services(937) 512-2975hank.dunn@sinclair.edu • Anna Mays, Director & Systems ManagerStudent Success Services(937) 512-5113anna.mays@sinclair.edu • Sinclair Community College444 W. Third StreetDayton, OH 45402

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