your data is a strategic asset congress... · greater employee buy-in, and a willingness to break...

Your Data is a Strategic Asset October 16, 2015

This session will feature the partnership between St. Clair County Community College and Ellucian Technology Management Services. We will showcase how technology is a strategic asset in collecting data that drives student success decision-making. This interactive session will help you refocus your campus aligning with student outcomes and create a road map that addresses these and other community college issues.

Your Data is a Strategic Asset.

Are You Making it Work to Support Student Outcomes?

Agenda

1 Introduction

2 How and why your data has become a strategic asset

3 Using your data in a strategic plan

4 How can Ellucian help?

Your Data IS a Strategic

Introductions

Presenters

Dr. Kevin Pollock, President St. Clair County Community College (SC4) • President of St. Clair County Community College (SC4) since April of 2009 • Nationally recognized as a public speaker, he has presented over 100 sessions • Presentation topics have included at-risk students, continuous quality

improvement, mentoring, retention, strategic planning, and student success • Author of 18 articles and book chapters • Ph.D. in Higher, Adult, and Lifelong Education from Michigan State University. • Master of Arts in Education and a Bachelor of Science in Education, both from

Central Michigan University

Mr. David Buck, General Manager, Ellucian Technology Management • 9 yrs with Ellucian Technology Management division • 25 years in technology, 20 in technology support for higher education

St. Clair County Community College (SC4)

o Located In the “Thumb” area of Southeast Michigan o 2 year public institution o 3,800 enrollment, fall 2015 o $30.6M Budget

Ellucian Technology Management (ETM)

o Long term, on campus partnerships

o Approximately 70 campuses in North America

o Specialize in delivering strategic leadership and operational efficiency in information technology for colleges and universities

o Working with SC4 since 2006 and currently contracted through 2026

How and why your data has become a

strategic asset

COMING TOGETHER: STUDENT SUCCESS

AND THE COMMUNITY COLLEGE

The American Association of Community Colleges launched the 21st Century

Initiative and noted that if community colleges are to continue enacting long held

values of opportunity, equity and academic excellence in the 21st century, “virtually everything else must change”.

Source: Bumphus, 2014

It is time for community colleges to adapt and evolve. They must view

their respective organizations not just through an institutional lens but,

instead, through one that includes a much broader focus.

We need a better understanding of issues, a sharing of information, increased campus transparency, greater employee buy-in, and a

willingness to break down pre-existing silos and create campuses that focus

on student success.

PART 1:CHANGE?

National and State Issues Defining Student Success Questions and Expectations

About Value Campus Pushback

NATIONAL AND STATE ISSUES

In 2009, President Obama’s “American Graduation Initiative”

established a lofty goal: an additional five million community college

graduates by 2020.

Source: White House Press, 2009

In 2013, US Department of Education releases the College Scorecard.

Reintroduced September 2015, but still based on degrees awarded.

Source: Huffington Post, 2015

In January 2015, President Obama announced the $60 billion “America’s College Promise” initiative to provide 2 years of Community College for free

Source: White House Press, 2015

STARTLING STATISTICS: “Four out of every ten college students are part-time” “Seventy-five percent of today’s students are juggling some

combination of families, jobs, and school while commuting to class”

“Only one quarter go full-time, attend residential colleges, and have most of their bills paid by their parents”

“Part-time students rarely graduate; only a quarter ever make it to graduation day”

“Students are taking too many credits and take too much time to graduate”

“Remediation is broken, producing few students who ultimately graduate”

Time is the Enemy ~ Complete College America

With fewer than four in ten students who start at community colleges earning a credential in a six year

period, critics have cited low completion rates as an alarming issue

for two-year institutions.

Source: Jenkins & Belfield, 2014

In August, 2014 the National Student Clearinghouse Research Center reported that over the past two

decades, more than 31 million former college students left without earning a

degree or certificate. Source: National Student Clearinghouse Report, 2014

STUDENTS ARE WASTING TIME ON EXCESS CREDITS

... AND TAKING TOO MUCH TIME TO EARN A DEGREE.

REMEDIATION: TOO MANY STUDENTS NEED IT, AND TOO FEW SUCCEED WHEN THEY GET IT.

REMEDIAL STUDENTS ARE MUCH LESS LIKELY TO GRADUATE.

Of the nearly 4 million former students labeled as “potential completers”, 35.6%

were enrolled exclusively at two-year institutions, and 28.8% had enrolled in

both two-year and four-year institutions, indicating they were probably transfer

students.

Source: National Student Center Clearinghouse Report, 2014

States are ramping up accountability measures, tying funding to outcomes,

and calling for greater transparency on how many students graduate and are

employed”.

Source: The Aspen Institute & Achieving the Dream, 2013

State funding formulas for Ohio’s two-year public colleges are now directly

related to graduation rates and course completion rather than enrollment.

Source: Hansen, 2014

DEFINING STUDENT SUCCESS

There is increasing pressure for community colleges to define what they do, and to prove, through measurement,

their success outcomes. “The challenge is to find a system of metrics that meets the

unique needs of two year institutions”.

Source: Joch, 2014

THERE ARE LOCAL, STATE, AND FEDERAL LEVELS WATCHING WHAT WE DO. DON’T FORGET THE STUDENTS! We are being asked to “prove” that learning is happening; We are being asked to provide data; We are asked how we do business and how we compare to

other institutions; We are asked: how many students are in a class, why don’t

we have more classes on Friday and weekends, why isn’t there more financial aid, why does it cost so much?

We have local people who wonder about the use of their tax dollars.

FROM “WHY COLLEGES DON’T WANT TO BE JUDGED BY THEIR GRADUATION RATES” Some examples: Older students are more likely to enroll

part-time Different ethnicities, difference rates of

part-time enrollment About 1 in 10 transfer student graduates

Source: The Chronicle of Higher Education, 2014

“The only authentic measure of a college’s success is the success of its students.

Completion rates are unacceptably low, achievement gaps are unacceptably wide.

Outdated institutional traditions, structures, and policies too often result in

students, wandering into the college, wandering around the curriculum, and

then wandering out the door”.

Source: McClenney, 2014

It is estimated that more than one-third of all college students, more than one-half

of those at community colleges, require remedial education.

Source: Hefling, 2014

In addition, community colleges are now increasing the number of high school students on their campuses through

dual enrollment and early/middle college opportunities. Success for these

students is often not counted.

It is critical for community colleges to find a way to define student success, measure that success through data,

and focus additional efforts to improve student outcomes.

QUESTIONS & EXPECTATIONS ABOUT VALUE

Potential college students are now questioning, more than ever before,

the value of higher education.

Source: Belfield & Jenkins, 2014

If we choose to continue forward without addressing the concerns of parents and

students, higher education might soon find itself compared to other industries, such as

automotive suppliers, who carried on business as usual, ignoring the needs and voices of their customers, and suffered the

consequences. Source: McDonald Hopkins, 2014

“Students want and expect to be enabled by technology. They believe institutions should be accessible, with such things as online content, flexibility with classes offered day or night and not on fixed schedules, innovative with classes

that provide collaboration between students with emphasis on group projects, job-focused with degrees meeting industry and society

needs. They expect a value-driven education with a global mindset.”

Source: Zogby & Zogby, 2014

More and more, students are viewing themselves as customers who need to be satisfied. Look at the evaluations students complete for their instructors “Did the instructor meet your need”? The “tried and true” now seems to

be the “old and outdated” in the eyes of this new generation of students.

Source: Selingo, 2014

Dr. J. Lee Johnson, who has been actively involved in the accreditation process for the Higher Learning Commission of the North Central Association wrote in “Accreditation in a time of Disruption” that “fading into history is the traditional academic calendar based on fixed time-based terms (semesters or quarters) and one-way transmission of content”.

Source: Plante Moran, 2014

There is a new paradigm of teaching and learning, based on a mastery model where students move at their own pace and prove mastery of a subject based on examinations, demonstrations, or performances.

Source: Plante Moran, 2014

At a recent American Association of Community Colleges Workforce Development Conference, three (3) current movements were presented which may pose even greater disruptions to the community college model we know.

Student-oriented competency-based credentialing Peer-to-peer learning Maker fairs

Source: Ruhe, 2014

CAMPUS PUSHBACK

Long standing divides, silos, and hierarchies found on most campuses present an additional challenge for community colleges and may impact whether real change can occur. While these may have served institutions well in the past, they now serve as obstacles to improvement. Source: Peirce, 2014

As noted in A New Partnership, “If in fact

our colleges are to thrive in these difficult times, members of the faculty

and administration must overcome the growing

divide and intentionally become partners in

thinking about their institution’s future so

that their institution can benefit from the best

thinking of all its members. They need to

abandon the position that they are natural

adversaries”. Source: Pierce, 2014

The President’s Role College presidents see “higher education

and healthcare as the last two big American Industries that have yet to undergo

substantial change. Higher education is under the stress of economic, demographic, and technological forces that will reshape

campuses substantially in the coming years”.

Source: The Chronicle of Higher Education, 2014

“Change is an institutional imperative. Higher education’s endless whitewater is our new

normal”.

Source: Glasper, 2014

CHANGE is good…

YOU go first!!!

Using your data in a strategic plan

BEGIN WITH A PLAN

QUESTIONS FOR YOUR INSTITUTION • What is your definition of student

success? • What is your graduation rate? • What is your overall completion rate? • What do you measure?

STUDENT SUCCESS AT SC4

Student Success is being measured through our ne strategic plan. Predominantly through graduation rate, retention rate and the continuation of course work.

WHAT DO WE (SC4) MEASURE? • Graduation rate ~ 16% • Graduation plus transfer rates ~ 48% • Two-year progress ~ 68.6% • Six-year outcomes ~ 63.9% • Fall-to-winter retention ~ 73% • Student satisfaction ~ 0.724

WHAT DOES SC4 USE? • Joined VFA • Utilized Community College

Benchmark • Joined Achieving the Dream • Joined Complete College America • IPEDS

• The Voluntary Framework of Accountability (VFA), a benchmarking system developed by community college leaders, is a key starting point.

• Provide a data system which allows for comparisons among similar institutions

• Benchmark metrics highlight a variety of institutional achievements along with areas that may need improvement.

• Crucial data points include retention rates, percentage of students enrolled in developmental courses, number of associate degrees awarded, how many students transferred to a four-year institution, workforce education outcomes, and job placement rates.

Source: Joch, 2014

Students are wasting time on excess credits…

11-12 SC4 Graduates took: 69 11-12 SC4 Graduates took: 80

12-13 SC4 Graduates took: 74

14-15 SC4 Graduates took: 71 14-15 SC4 Graduates took: 77

…and taking too much time to earn a degree.

Includes only time spent at SC4. It does not include time spent at other institutions and terms not enrolled at SC4.

Full-Time 12-13 SC4 Graduates took: 3.0 years

Full-time 11-12 SC4 Graduates took: 2.9

Full-Time 13-14 SC4 Graduates took: 3.4 years Full-time 14-15 SC4 Graduates took: 3.3

Part -Time 14-15 SC4 Graduates took: 3.7

Part-Time 12-13 SC4 Graduates took: 3.8

Part-Time 14-15 SC4 graduates took: 3.9

Part-Time 13-14 SC4 graduates took: 4.1

Part-Time 12-13 SC4 graduates took: 3.9 Part-Time 11-12 SC4 graduates took: 4.2

Full-time 12-13 SC4 Graduates took: 3.4 years

Full-Time 14-15 SC4 Graduates took: 3.2

We even used data to find and fix flaws in our class schedule…

20 21 17

Starting Time

11/FA Course Distribution - All Week

Starting Time

11/FA Section Distribution - Monday

THINK ABOUT THIS: Every course, every program, every college is perfectly designed to get the results it is currently getting.

BUILDING A CULTURE OF EVIDENCE

“Take nothing on its looks; take everything on evidence. There’s no better rule.”

Charles Dickens (1812-1870)

Great Expectations

Achieving the Dream has helped numerous community colleges focus their internal efforts with a variety of strategies for long-term, evidence-based improvements in student success.

Achieving the Dream

• Team renamed “Student Success and Completion” • Five Strategy Teams for fall:

1. Late Registration 2. Early Alert 3. Supplemental Instruction 4. Success Course 5. Data

• Equity http://www.portlandoregon.gov/oehr/article/449547

Three (3) recent Aspen Prize Finalists were singled-out for their use of “deep” data to improve student outcomes. Utilizing data, Kennedy-King College improved

its graduation/transfer rates from 34 percent in 2007 to 51 percent in 2011 and created clear structured pathways for students.

As a result, graduation rates at Kennedy-King College have more than tripled, increasing from 8 percent to 26 percent in 2013.

WE FOCUS ON OUR STUDENTS

SC4 Benchmark 5-Year Goal

Source

Graduation rate 150% of normal time 16% 18% 25% IPEDS Graduation + Transfer rate 150% of normal time 48% 41% 55% IPEDS Two year progress (completed, transferred or still enrolled)

68.6% 68.4 (MI) 65.7 (ALL)

75% VFA

Six year outcomes (completed, transferred or still enrolled)

63.9% 61.6 (MI) 57.3(ALL)

66% VFA

Fall to Winter retention: Full time and Part time students

73% 71% 75% State / NCCBP

Student Satisfaction 0.724 .730 .70 Noel-Levitz: Performance gap

• Increase graduation rate above current national average

• Increase student retention • Improve overall student satisfaction

WE FOCUS ON TEACHING AND LEARNING

• The College will provide nationally accredited programs, workforce training, and credentials which lead to gainful employment

• The College will ensure that its academic programs prepare students to succeed in a global economy

• The College will provide flexible learning opportunities

SC4 Benchmark 5 Year Goal

Source

Align high-wage/demand occupations to program/pathway/partnership by 2020.

30% N/A 100% MI Dept. of Tech/Mgt/Budget

All degrees will have a guided pathway developed for full-time students by 2020.

87.5% N/A 100% Internal

All degrees will have a guided pathway developed for part-time students by 2020.

0% N/A 100% Internal

Develop a system to rate program viability and rate each program by May 2016.

TBD N/A 100% Internal

All programs will be rated above the viability threshold by 2020. TBD N/A 100% Internal

WE FOCUS ON THE NEEDS OF OUR INTERNAL STAKEHOLDERS • Regularly request feedback from internal stakeholders in

an effort to improve service levels

• Promote a climate of employee engagement and personal accountability

• Create a culture of continuous learning

Chronicle survey average 60% 70% 70%

Source

Pride 73% 81% 81% Chronicle survey Job satisfaction/ support 75% 79% 79% Chronicle survey Collaboration 54% 66% 66% Chronicle survey Respect & Appreciation 57% 67% 67% Chronicle survey

Source

$ spent per FTE (full time employee) $924 $329 $924 NCCBP Professional development satisfaction 70% 75% 75% Chronicle Survey

WE FOCUS ON THE NEEDS OF OUR EXTERNAL STAKEHOLDERS

• Regularly request feedback from external stakeholders in an effort to improve service levels

• Improve awareness of community expectations • Increase community participation at SC4 events and

SC4 participation in community events

Source

Alumni and service area survey results TBD TBD Survey to be developed. Business/industry survey results TBD TBD Survey to be developed. Market penetration - Sporting Events attendance TBD 2.24% NCCBP. *SC4 data to be

collected. Market penetration - Cultural activities attendance TBD 3.63% NCCBP * SC4 data to be

collected.

WE FOCUS ON INSTITUTIONAL SUSTAINABILITY

• Maintain a strong financial position by protecting asset base

• Expand initiatives around energy efficiency and conservation

• Explore opportunities to enhance financial resources

Source

Composite ratio: combination of primary reserve ratio, viability ratio, return on net assets ratio, net operating revenues; used to assess SC4’s overall financial health

5.34 2.0 6 Higher Learning Commission Reporting Requirement

Facility condition index (measurement of deferred maintenance in relation to replacement value of physical plant) Higher number = poor score

6.75% 5% 5% Internal

Source

Energy Cost per Cubic Foot .1201 .1228 .1089 ACS

Source

Total Revenue per FYES $10,267 $11,451 $11,451

Instructional cost per credit hour $176 $150 $150 NCCBP Net Operating Revenue 2.9 3 3 HLC

How can Ellucian Help?

SC4 and Ellucian, a Partnership

Ellucian knows SC4 • Ellucian staff live in the community and work on the campus every day • Ellucian understands the issues facing SC4 • Ellucian is a part of the team and involved in every meeting, team and

decision • Ellucian CIO sits on President’s Cabinet and has monthly updates with

the President, as does IR

Ellucian knows Business Intelligence • Ellucian has experience across the globe in helping Colleges

understand their BI needs • Ellucian has experience in assisting Colleges implement BI and get the

most value from its use

Implementing Business Intelligence at SC4

o A conversation with the President

o Executive sponsorship (and accountability!)

o Recruit the best, make sure

o IR and IT, can’t we all just get along?

o Get to know the faculty on a personal basis!

o Wow, that data can’t be correct… Can it?

o Wow, that data isn’t correct… Sorry!

o Ok, we have data, now what?

o Don’t use data to hurt people!

In summary, your Strategic Data Partner should: o Have a deep understanding of the College concerns, successes

and goals

o Have long term experience in all areas of Higher Education, not just technology

o Have extensive experience helping Higher Education implement Business Intelligence. Not just the hardware and software!

o Have long term viability

Thank You for Your Attention, Questions?

Contact us at: Dr. Kevin A. Pollock kapollock@sc4.edu Mr. David Buck david.buck@ellucian.com

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