1 / 26

Brian Sanders, Ed.D. VP of Instruction, Columbia College

CIO Think Tank: Enrollment Management at the Intersection of SCFF, GP, SE, and the Vision for Success. Brian Sanders, Ed.D. VP of Instruction, Columbia College CCCCIO Treasurer & Representative to to Chancellor’s Office Fiscal Advisory Workgroup Michelle Barton

lisetted
Download Presentation

Brian Sanders, Ed.D. VP of Instruction, Columbia College

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. CIO Think Tank: Enrollment Management at the Intersection of SCFF, GP, SE, and the Vision for Success Brian Sanders, Ed.D. VP of Instruction, Columbia College CCCCIO Treasurer & Representative to to Chancellor’s Office Fiscal Advisory Workgroup Michelle Barton Sr. Director Institutional Research, Planning, Effectiveness & Grants, Palomar College RP Group

  2. Session Overview • Strategic Enrollment Management (SEM) – A birds eye view of the basics • Look at some key tenets of SEM • CIO Think Tank: What needs to changeto keep the “S” in SEM under…? • Student Centered Funding Formula (SCFF) • Guided Pathways (GP) • Student Equity (SE) • Vision for Success (VfS) • Discussion of Next Steps – What do we do with these ideas?

  3. The Big Question What makes enrollment management strategic and equitable?

  4. Key Tenets of SEM Strategic Enrollment Management (SEM) as a Holistic Process • Optimize Enrollment • Promote Student Success • Ensure Fiscal Viability • Quality and Relevant Programs and Pathways • Equitable Access and Outcomes • Data-rich Environment • Communications and Marketing • Collaboration Think: SCFF, GP, SE, & VfS

  5. Lens on Equity! Today – “Think Tank” table discussions on five important functional aspects of the CIO’s role: • Productivity and balance of course offerings • Array of programs of study at the college • Schedule development process • Attendance Accounting • Income and Expense modeling

  6. Let’s Use Poll Everywhere!

  7. Try an easy question!

  8. Consideration #1: Productivity and Balancing Offerings The Schedule and its Critical Role in SEM

  9. Questions about the Quadrants • How do the four quadrants relate to the three sources of funding under SCFF: FTES, supplemental, and success? • What’s the value of a low productivity course necessary for program completion? • Under GP, has our obligation to small capstone classes increased? If so, how do we compensate? • Using SWP funds, we’ve launched a bunch of programs. Which quadrant do they fall into? What impact will that have on SEM?

  10. #1

  11. Consideration #2:Array of Program Offerings • Under GP, VfS, and SCFF, our array of program offerings is being adjusted. • Themes include • Move away from “Cheesecake Factory Menu” • Fewer, stronger programs • Funding for highest award within a given year • Striving for faster program completion and greater number of completers • No additional credit for “double majors”

  12. For Consideration: Nested Programs • One master pathway to build. • Other awards are at natural exit points along master path (semester, 1st year). • Minimize overlapping certificates and degrees. Result – We’re planning for just one program but providing three options to students. (Ex: 133 awards become 36 nested pathways)

  13. #2

  14. Consideration #3:Schedule Development Process • Under GP, VfS, and SCFF, we need to think differently about the schedule development process. • Themes • More details to consider • Move to annual/multi-year schedules • Scheduling focused on program completion versus array of offerings • Think Tank Question: What kinds of tools are you using?

  15. Questions for each program of study or nested pathway • What is the critical path for the student to follow to completion? • Is it possible to get all courses needed to follow that path? • What courses do we need in the final term of a program? • How many students do we need in the final term to be viable? • How many students in preceding course/semester? How many in the introductory course? • Do high-efficiency intro classes adequately support low-enrolled capstone classes?

  16. Questions for the institution • Do we have tools to illustrate the critical path in each program of study? • Do we need a two-year master schedule? • Or is it really a one-year master schedule, with both 1st and 2nd year FT students proceeding through essential coursework at the same time. • How does this change scheduling practices? • How do we incorporate alternating courses? • How do GE courses fit into the master schedule? What about GEs that fulfill major requirements? Do we schedule for the majors or the non-majors? • What are the equity impacts of our English and Math courses with corequisites?

  17. #3

  18. Consideration #4:Attendance Accounting Methods • “Regular” is good. “Irregular” is bad. • Weekly FAM: Courses scheduled regularly each week. • Daily FAM: Courses scheduled regularly each day. • How does this change under GP, SCFF, SWP, & VfS? • More directly: Can irregular be good?

  19. #4

  20. Idea for consideration and discussion @ regional meetings on Friday morning What if, to support today’s students under GP & SWP,… • Keep Weekly FAM (Holidays and finals “forgiven”) • Drop Daily FAM • Replace with new Total Scheduled Hours FAM • Holidays not forgiven but… • Any combination of F2F & online hours, without regard to regularity. (Ex: Class meets every other Tues night, 3 Saturdays, & 8 hrs online) • Apportionment for total hours of instruction based on TSH. • Let’s fix the online penalty (alternative FAM) while we’re at it!

  21. Consideration #5:Income and Expense Modeling • Old model: • Revenue from FTES generation • Minus Expense for faculty salary and Benefits • Equals Residual Revenue for everything else we do • But now...

  22. Possible elements of income & expense model Income Variables Expense Variables Direct instructional expense (Fac S&B) is same or more. Per-FTES $ has decreased. So Residual Revenue is far less. Larger supplemental means greater need and greater costs. How much cost? Where? When? Counselors, librarians, custodians, admin – all contribute to success. At how much cost? When do these expenses occur? • FTES • A lesser total percent of total, but still biggest share • Different types of classes earn different FTES rates • Supplemental • Outside the control of the institution, based on demographics • Success • Who earns the “points” for awards? And when?

  23. #5

  24. Key Priorities

  25. Next Steps

  26. Thank you! Michelle Barton, Palomar College, RP Group, mbarton@rpgroup.org Brian Sanders, Columbia College, sandersb@yosemite.edu

More Related