Exploration

1. Exploration Why are you here? • The other sessions were full • The session sounded interesting • You needed to attend a session on planning/analytics • You heard the presenter was top-notch • You are not sure which session you are in at this moment. Why do students choose classes? • The other sessions classes were full • The session class sounded interesting • They needed to attend a session on planning/analytics a goal 5 course • They heard the presenter instructor was top-notch • You are not sure which session you are in at this moment.

2. Quality Scheduling in an Open Enrollment Institution An AQIP Action Project

3. Why? • Hit and Miss Scheduling • The College was experiencing a saturation rate of 70-73%  and typically cancelled over 12-13% course offerings each term.   • Student Displacement • Re-working schedules, re-registration, returning books, etc. • Faculty Displacement • Bumped adjuncts, new preps/schedules for UFT faculty • Workload • Academic Affairs, Human Resources, Enrollment Services, Business Office, Bookstore & Financial Aid

4. By the Numbers

5. By the Numbers • What was the overall fill rate for MnSCU schools in FY09? 69% = Lower Division 23% = Upper Division 4% = Graduate 85% = Developmental 63% = Doctoral 42% Overall

6. Overview of Current Scheduling Process

7. Being Analytical without Analytics • Analytics - Ad Astra • “The course needs of each of your active students are factored into student and course-specific probability findings. The results of such findings for each student, plus historical course demand trends, are delivered in an easy-to-understand, interactive system.” • Analytical • Development of pre-existing institutional data by various considerations • Initiating departmental discussions around data reports and future course scheduling

8. Development of Data by Considerations • Consideration: Student Intent • Student Major Counts: 2009 Data • AS: 290 • AAS: 28 • AA: 209 • Certificate: 215 • Report: Fill Rate by Goal Area & Term Report • Breaks down enrollment by goal areas, term, department, courses and sections. • Enrollment in non-goal area offerings can also be broken down by term, department, courses and sections.

9. Development of Data by Considerations • Consideration: How do students move through the curriculum? • The case of Reading • 11 Read 90 students in the fall of 2008 re-registered for Read 90 during spring2009 • 10 re-registered for Read 90 during fall 2009 • 72 students registered for the next sequence course during spring 2009 • 9 students registered for the next sequence course the following fall (2009) • 13 are unaccounted for at this point • Report: Student Re-registration Report • Allows the college to examine if/how students register based on their enrollment in a previous course • Aids in our understanding of how students register for sequence courses as well as our planning for future sections • The re-registration report can be run to show fall to spring, fall to fall, spring to spring re-registration patterns

10. Development of Data by Considerations • Consideration: Late Enrollment by Students • One Stop Enrollment (1040 seats) • Enrollment in Developmental Courses (341 seats) • Total Enrollment 10 Days Prior to Start of Term (3,210 seats) • Report: Enrollment 10 Days Prior/Post Start of Term • Breaks down enrollment by term, department, courses and sections. • Allows to analyze late enrollment trends and anticipate whether sections should be added/subtracted from the schedule.

11. Development of Data by Considerations • Consideration: Access to Daily Enrollment Information for Departments/Courses/Sections • Developing a self service report that would allow various campus stakeholders to access up-to-date enrollment information • Snapshots of overall department fill rate, course/section fill rates and the ability to assess the college as a whole • Report: Overall Fill Rate Report • Allows for day to day monitoring of classes • Aids in the decision making process of whether we need to add another section • When trended this report gives us the ability to compare the number of sections historically offered, cancelled as well as the seats available/taken

12. Observations • Data driven discussions should precede data driven decisions • The Communications Department • Coordinating Goal Area Offerings • Goal 5 – Social and Behavioral Sciences • Most Useful Report for Faculty • Fill Rate by Goal Area/Term/Department/Course/Section • Communicating Across the College • New Student Orientations, One-Stop Registration, etc.

13. Questions What is an ideal fill rate for an open enrollment institution? What other types of data could we use to inform our course schedule construction? What percent of our regular course offerings should we anticipate cancelling? How can we identify student needs for future semesters? What are the benefits/drawbacks of rolling semester schedules forward?

14. Tentative Numbers • Fall 2008 • 858 Classes Built • *102 Class Cancelled • 756 Class Ran • 73% Fill Rate • 22-23 Students/Section • $4,867 Net Rev by Section *The number of class cancellations is not accurate as it reflects courses that were cancelled for any reason (i.e. built by mistake, etc.). • Fall 2009 • 836 Classes Built • *46 Class Cancellations • 768 Classes Ran • 83% Fill Rate • 25 Students/Section • $6,118 Net Rev by Section *We tracked actual class cancellations for fall of 2009 versus ISRS cancellations which include courses that might have been cancelled for other reasons or built by accident.

15. What’s Next? • Building a Two Year Course Schedule • Move from a course scheduling construction process to a course scheduling review process based on relevant data and departmental conversations. • Development of an interface to capture scheduling changes, edits and feedback. This process is currently facilitated via email. • Extracting & Deploying Meaningful Data • We are still trying to explore the best way to deliver data that can inform the scheduling construction process for faculty. • CRM • Miscellaneous • Aligning course offerings with our course catalog • Exploring a wait list function – coming soon? • Developing a process for room assignments that are pedagogically sound

16. Draft Two Year Scheduling Process

17. Questions/Answers/Concerns/Enlightenment Tom Williamson Associate Dean for Academic Affairs Inver Hills Community College twillia@inverhills.edu 651-450-3568