Enrollment Management CCCCIO 411 CIO Academy October 2021, 2009

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Enrollment ManagementCCCCIO 411 CIO
AcademyOctober 20-21, 2009

• Randal Lawson
• Executive Vice President, Santa Monica College
• Immediate Past President, CCCCIO

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Overview

• What is enrollment management and who should be
  involved?
• The Schedule of ClassesPlanning and Mechanics
• Marketing and Enrollment Services
• Student Retention/Persistence
• Reporting and Compliance

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Student Learning Outcomes

• Upon completion, you will be able to
• Develop and implement a collaborative and
  data-driven enrollment management plan through
  the ability to identify and use key measures of
  efficiency and to match enrollment strategies
  with student needs and institutional fiscal
  goals.
• Review and evaluate a schedule of classes in
  accordance with legal and regulatory requirements
  and institutional enrollment management goals,
  through knowledge of scheduling mechanics,
  effective scheduling practices, measures to
  identify and project student need, and strategies
  to balance the various institutional interests.
• Make informed enrollment and funding projections
  through knowledge of attendance accounting
  procedures and FTES calculation, including the
  understanding of and the ability to apply key
  enrollment and funding formulas.

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What is enrollment management?

• It is not
• Just a quick fix to your current enrollment
  problems
• Just an enhanced admission or marketing operation
• Just an explanation for enrollment-related
  decisions (class cancellations, etc.)
• Just a planning document that sits on a shelf

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What is enrollment management?

• It is
• An institutional commitment and an integral part
  of strategic planning
• A clear articulation of institutional enrollment
  goals (well beyond sheer numbers)
• A plan that aligns services and resources under
  the umbrella of a larger vision
• A data-driven strategy
• A living plan that is constantly changing as
  institutional needs change

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Who should be involved?

• At the institutional planning and implementation
  levelsEVERYONE
• Must be a shared vision with acceptance of
  clearly articulated goals
• Acceptance of well defined responsibilities for
  all members of the college community
• Integral part of participatory governance
  planning processes, but
• Need to avoid the trap of allowing individual
  operational/implementation decisions to become
  subject to management by committee

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Who should be involved?

• At the operational planning levelKey
  Administrators and their Management Teams
• Chief Instructional Officer
• Chief Student Services Officer
• Chief Business Officer
• Chief Information Services Officer
• Institutional Researcher
• Marketing/Public Information Administrators

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What information is needed?

• Reliable historical enrollment, course offering,
  and budget data
• Useful what if projection tools based upon
  these historical data
• Ability to actively monitor progress so that
  timely adjustments can be made
• Identification of key performance indicators
• Identification of benchmarks

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Schedule of Classes

• Focus of Academic and Fiscal Planning
• Central to community college mission
• Primary source of both institutional income and
  expenditures
• Must balance consideration of academic needs and
  fiscal realities

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Schedule PlanningFiscal Considerations

• Size of the schedule
• To grow or not to grow
• Is growth funded?
• How much growth can you afford?
• Costs of additional faculty and staff
• Impact of other projected expenditures
• What is the capacity for growth?
• Facilities/Budget for Distance Education Support
• Adequate numbers of faculty in targeted areas
• Adequate student support services

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Schedule PlanningFiscal Considerations

• Size of the schedule
• Is a reduction necessary?
• Is there a choice? Can better efficiency/producti
  vity address the problem?
• Can have unintended long-term impact
• ExampleSignificant community college system
  enrollment decline following 2002-2004 budget
  constraints
• Sometimes, there is just no choice
• Need to carefully consider contractual obligations

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Schedule PlanningFiscal Considerations

• Balance between Academic/Fiscal Perspectives
• CIO and CBO must learn to understand and respect
  each others worlds.
• Disturbing this balance can have unintended
  long-term consequences.

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Schedule PlanningMeeting Student Needs

• Establish culture of basing recommendations and
  decisions on information rather than
  institutional myths
• Importance of good historical information
  regarding student demand patterns, such as
• History of course offering size and distribution
• History of individual course offering
  experience/trends
• Courses with Largest Enrollments
• High Enrollment/Demand Courses
• Low Enrollment/Demand Courses
• Course cancellations/additions during previous
  registration periods
• Course Fill Rates

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Schedule PlanningMeeting Student Needs

• Provide effective friendly formatting of such
  information to all involved in the scheduling
  process
• Allocate specific numbers of course sections to
  division/departments
• Establish and enforce specific class time
  patterns
• Maintain appropriate balance among time patterns
  and days of offering

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Schedule PlanningMeeting Student Needs

• Allocate classrooms to divisions/departments
• Class size/room capacity match
• Avoid culture of departmental control (priority
  rather than entitlement establish point in time
  where classrooms revert to general use)
• Monitor facilities use data and adjust the
  offering accordingly
• Consider online vs. on ground distribution of
  course sections

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Schedule PlanningMeeting Student Needs

• Faculty Assignment and LoadLegal and Contractual
  issues
• Full-Time Faculty
• Contract Load
• Overload
• Assignment Preference Provisions
• Banking of Contract Load

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Schedule PlanningMeeting Student Needs

• Faculty Assignment and LoadLegal and Contractual
  issues
• Part-Time Faculty
• 67 Law (formerly 60 Law)
• Contractual Re-employment Provisions
• Class SizeMinimum and Maximum
• Often some conflict between effective scheduling
  and contractual obligations
• Need for district instructional voice in
  collective bargaining

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Schedule PlanningMeeting Student Needs

• Constantly monitor throughout the schedule
  building process relationship between
  recommendations and the planned allocation
• Maintain constant communication with participants
  about recommendation/plan relationship
• Without strong interventionschedules tend to
  roll over from semester to semester

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Schedule PlanningMeeting Student Needs

• Daily active monitoring of the schedule during
  registration periods
• Evaluate match between actual student enrollment
  and the course offerings
• Make necessary scheduling adjustments in a timely
  manner
• Constant communication/interaction among
  Instruction, Counseling, and Enrollment Services
• Evaluate effectiveness of each schedule, learn
  from your successes and mistakes, and use for
  next schedule

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Scheduling Mechanics

• Definitions
• Daily Contact Hours (DCH)
• Meeting time per day
• Daily Student Contact Hours (DSCH)
• Daily Contact Hours Number of Students
• Weekly Contact Hours (WCH)
• Daily Contact Hours Class Meeting Days
• Weekly Student Contact Hours (WSCH)
• Weekly Contact Hours Number of Students

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Scheduling Mechanics

• The 50-Minute Hour
• CCC Alternative Math for calculating contact
  hours
• Basic ConceptThat each clock hour consists of 50
  minutes of instruction and 10 minutes of passing
  time (between classes) or break time (within
  multi-hour classes)

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Scheduling Mechanics

• The 50-Minute Hour
• Multi-Hour Class Example (700 p.m. to 1000
  p.m.)
• 150 minutes of instruction 30 minutes of
  break/passing time
• When classes extend beyond the hour by a
  fractional amount
• Beginning with 0.3 hours representing 5 minutes
  beyond the hourcontact hours increased by 0.1
  for each 5-minute increment
• Crucial calculation for compressed calendar
  meeting times and intersession/short-term class
  meeting time

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Scheduling Mechanics50-Minute Hour
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Scheduling Mechanics50-Minute Hour
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Scheduling Mechanics

• More Definitions
• Censusa reporting snapshot in time at
  approximately the 20 point of a course
• Weekly Censusattendance reporting type for
  course sections that are regularly scheduled for
  the full semester
• Daily CensusAttendance reporting type for course
  sections that meet on a regular basis for at
  least five days, but meet for less than the full
  semester
• Most intersession course sections
• Short-Term course offerings within a regular
  semester

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Scheduling Mechanics

• And Still More Definitions
• Positive AttendanceAttendance reporting type
  based upon actual student attendance for the
  course section
• All Noncredit Courses
• Irregularly Scheduled and Open Entry/Open Exit
  Courses
• Alternative Attendance Accounting Method
• Includes Independent Study/Work
  ExperienceAttendance reporting type based upon
  units rather than contact hours
• Non-Classroom Based Instruction
• Also includes most online instruction
• Also includes WSCH-based FTES calculation for lab
  hours (Online Labs, TBA Hours)

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Scheduling Mechanics

• Term Length Multiplier (TLM)Number of weeks of
  instruction in regular fall/spring semesters
• Inclusive of all days of instruction, final exam
  days, and approved flexible calendar days
• Standard Term Length Multiplier17.5
• Compressed Calendarsrange from 16.0 to 17.0
• Quarter System Calendars11.67
• Full-Time Equivalent Student (FTES)the
  equivalent of one student enrolled 15 hours per
  week for two 17.5-week semesters
• Both enrollment measure and funding currency
• Calculation understanding essential for
  enrollment management
• 15 Hours 35 Weeks Magic Number of 525

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FTESCensus Weekly Formula

• Full TermCalculated at Census (20 of Term
  Length)

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FTESCensus Weekly Example

• Class of 30 students meeting 75 minutes per day
  twice a week (equals 3.0 WCH) for 17.5 weeks
  (Standard Term Length Multiplier)

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FTESCensus Daily Formula

• Less Than Full TermCalculated at Census (20 of
  Class Meetings)

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FTESCensus Daily Example

• Class of 30 students meeting 90 minutes per day
  (1.8 DCH) with 29 class meetings (6 weeks, 5 days
  per week, 1 holiday)

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FTESPositive Attendance Formula
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FTESPositive Attendance Example

• Class of 30 students meeting a total of 3 hours
  per week (3.0 WCH) for 17.5 weeks), with reported
  attendance hours at 90 of Perfect Attendance

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FTESIndependent Study Formula
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FTESIndependent Study Example

• 3-Unit Class with 30 Students Meeting for 17.5
  weeks (Standard Term Length Multiplier)

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FTESAlternative Attendance Accounting Method
Formula
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FTESAlternative Attendance Accounting Method
Example

• Class of 30 online lab students meeting 3 hours
  per week (equals 3.0 WCH) for 17.5 weeks
  (Standard Term Length Multiplier)

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Efficiency/Productivity Measures

• WSCH per FTEF (Weekly Student Contact Hours per
  Full-Time Equivalent Faculty)
• Different FTEF Calculations according to what is
  being measured
• Include only in classroom timemeasure of class
  size efficiency
• Include all compensated time (include
  release/reassigned time) of teaching
  facultymeasure of instructional budget
  efficiency
• Generally, 500-525 WSCH per FTEF considered
  acceptable
• Most useful as internal measure over time

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Efficiency/Productivity Measures

• FTES per FTEF (Full-Time Equivalent Students per
  Full-Time Equivalent Faculty)
• Comparative Annual Faculty Assigned Hour Use by
  Department/Discipline
• Comparison of Faculty Assigned Hours and FTES
• Fill rates Percentage of available seats
• Classroom Utilization Studies
• Know your break even point in terms of FTES
  revenue vs. direct instructional costs

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Marketing and Promotion

• Determining your basic message
• If all advertising and recruiting were to
  disappear, what would create positive
  word-of-mouth for your college?
• What negative word-of-mouth do you need to
  overcome?
• Establishing image and brand just as important
  as specific targeted enrollment campaigns
• Communicate a consistent messagecontributes to
  Look and Feel
• Be sure that performance lives up to claims

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Marketing and Promotion

• Create a positive word-of-mouth
• Focus on the student experience
• How convenient are the services you offer?
• Wait time in lines
• Availability of services when and where they are
  needed
• Consistency of service deliveryDo staff have a
  service attitude?
• Website Navigation
• Leverage the use of technology
• Acknowledge institutional challenges and
  demonstrate that you are doing everything you can
  to help

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Marketing and Promotion

• Create a positive word-of-mouth
• Focus on the student experience
• Get students involved in connecting with other
  students
• Tour Guides
• Informational Ambassadors
• Involve student clubs in welcoming new students
• Be sure students have a voice in planning and
  then championing the cause
• Student Surveys
• Focus Groups
• Student representation on planning committees
• Anecdotal Data (Student Stories)

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Marketing and Promotion

• Marketing is communication
• Both external and internal
• Not just expensive media buys
• Direct mail
• E-Mail
• Communicating with current students and those who
  left, not just with prospective new students
• Effective use of college website
• Schedule of Classes (both printed and online)
• Personalized communication
• Promotional Items/Services
• Effective use of community events

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Marketing and Promotion

• Challenges
• External
• Reaching non-traditional student populations
  (18-24 year olds who have stopped out of
  education)
• Getting too caught up in attempting to compete
  directly with other community colleges
• Remember that we all share the same missions, so
  our messages tend to be similar
• Successfully communicating the message of one
  institution can be of benefit to all community
  colleges.

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Marketing and Promotion

• Challenges
• Internal
• Everyones an expert syndrome
• Marketing often a target in budget planning
  discussions
• Focus on single message can result in sense
  that other programs and services are considered
  less important.

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Enrollment Services

• Outreach
• More than recruitmentpartnership with your
  community
• You have to be seen to be known
• Relationship with feeder high schoolscreating
  personal relationships with counselors and
  students
• High School Dual/Concurrent Enrollment
• Community events (literacy fairs, church fairs,
  community gatherings, etc.)
• Host students on campus
• Workshops/information booths for campus events
• Participate in national college fairs and
  national organizations
• Develop international student outreach and
  recruitment plan

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Enrollment Services

• Financial Aid
• Plays key role in both access and retention
• No access to education for many students without
  financial aid
• Timeliness of disbursement critical to student
  success
• Are student award letters distributed in time for
  students to make decisions about their education?
• What happens to student success if students
  cannot afford to buy textbooks?
• Statewide campaignicanaffordcollege.com

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Enrollment Services

• Admissions and Registration
• Not a passive processrequires daily active
  monitoring (in concert with Instruction)
• Student FlowNew Students
• Unknownsnever contacted the college
• Prospectscontacted the college, have not
  enrolled
• Applicantsapplied, have not enrolled
• Studentsapplied, enrolled
• Alumnileft the college, but may return and/or
  encourage others to attend the college

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Enrollment Services

• Admissions and Registration
• Student FlowContinuing Students
• Non-committedenrolled, dropped all courses
  before census
• Short-timersenrolled, completed at least one
  course, have not re-enrolled
• Stop-outsenroll, stop, come back
• Committedenroll, carry at least a partial load,
  persist through number of terms with limited stop
  out, may complete degree/certificate/transfer
  requirement

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Enrollment Services

• Active monitoring of enrollment
• Not just overall headcount numbers
• Monitor, assess, and act based upon what
  categories of students may not be registering
• New students?
• Continuing students?
• Returning students?
• Nonresident students?

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Student Retention/Persistence

• Dont forget about student retention and
  persistence
• Not just the right thing to do as educators
• Also a key part of Enrollment Management
• Welcoming approach to service delivery should not
  be limited just to outreach/orientation of new
  students
• At-Risk Student Populations
• Probation (academic and progress)
• Targeted services for special populations
• Early Alert activities

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Reporting and Compliance

• CCFS-320 Report
• Primary basis for college funding
• Needs to be cooperative effort among Fiscal,
  Instruction, and Enrollment Services staff
• Reporting of Total WSCH for each attendance type
  and for each semester/intersession to arrive at
  total FTES number
• Weekly Census
• Daily Census
• Positive Attendance
• Independent Study/Work Experience

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Reporting and Compliance

• CCFS-320 Report
• Three regular reporting periods (the first two
  requiring use of annualizers)
• P1 (First Principal Apportionment)January 15
• Gives Chancellors Office initial idea of total
  system enrollment
• In turn, Chancellors Office gives districts
  initial take on how various funding streams
  (growth, etc.) may be allocated.
• P2 (Second Principal Apportionment)April 20
• Although still an estimate, used as the basis for
  initial funding allocation (subject to
  Recalculation/Prior Year Adjustments in February
  of the following year)

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Reporting and Compliance

• CCFS-320 Report
• Annual ReportJuly 15
• Any changes from P2 submittal reflected in
  Recalculation of Apportionment in February of
  following year
• Recal ReportNovember 1
• Opportunity to submit amended/corrected report
  prior to Recalculation of Apportionment in
  February of following year

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Online References and Resources

• Student Attendance Accounting Manual
• http//www.cccco.edu/divisions/cffp/fiscal/allocat
  ions/
• links/manuals/saa_manual.htm
• Student Attendance Accounting Manual Addendum
• http//www.cccco.edu/Portals/4/CFFP/Fiscal/Allocat
  ions/ manuals/SAAM_Compressed_Calendar_and_Course
  Scheduling_Addendum_FINAL_9-18-08.pdf
• Divisions/Fiscal Services Unit/Manuals and
  Publications

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Contact Information

• Randal Lawson
• Executive Vice President
• Santa Monica College
• lawson_randal_at_smc.edu