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Randal LawsonExecutive Vice President, Santa Monica
CollegePast President, CCCCIO
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OVERVIEW
What is enrollment management and who should be involved?
The Schedule of Classes—Planning and Mechanics
Marketing and Enrollment ServicesStudent Retention/PersistenceReporting and Compliance
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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 strategyA living plan that is constantly changing as
institutional needs change
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WHO SHOULD BE INVOLVED?At the institutional planning and implementation
levels—EVERYONE:Must be a shared vision with acceptance of clearly
articulated goalsAcceptance 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 level—Key Administrators and their Management Teams:
Chief Instructional OfficerChief Student Services OfficerChief Business OfficerChief Information Services OfficerInstitutional ResearcherMarketing/Public Information Administrators
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WHAT INFORMATION IS NEEDED?Reliable historical enrollment, course offering,
and budget dataUseful “what if” projection tools based upon
these historical dataAbility 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 PlanningCentral to community college missionPrimary source of both institutional income
and expendituresMust balance consideration of academic
needs and fiscal realities
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SCHEDULE PLANNING—FISCAL CONSIDERATIONSSize 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 PLANNING—FISCAL CONSIDERATIONSSize of the schedule:
Is a reduction necessary? Is there a choice? Can better
efficiency/productivity address the problem? Can have unintended long-term impact
Example—Significant 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 PLANNING—FISCAL CONSIDERATIONS
Balance between Academic/Fiscal PerspectivesCIO and CBO must learn to understand and
respect each other’s “worlds.”Disturbing this balance can have unintended
long-term consequences.
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SCHEDULE PLANNING—MEETING STUDENT NEEDSEstablish 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 distributionHistory 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 PLANNING—MEETING 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 PLANNING—MEETING 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 PLANNING—MEETING STUDENT NEEDS
Faculty Assignment and Load—Legal and Contractual issuesFull-Time Faculty:
Contract Load Overload Assignment Preference Provisions Banking of Contract Load
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SCHEDULE PLANNING—MEETING STUDENT NEEDSFaculty Assignment and Load—Legal and
Contractual issuesPart-Time Faculty:
67% Law (formerly 60% Law) Contractual Re-employment Provisions
Class Size—Minimum and MaximumOften some conflict between effective
scheduling and contractual obligationsNeed for district instructional “voice” in
collective bargaining
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SCHEDULE PLANNING—MEETING 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 intervention—schedules tend to “roll over” from semester to semester
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SCHEDULE PLANNING—MEETING STUDENT NEEDSDaily active monitoring of the schedule during
registration periodsEvaluate match between actual student
enrollment and the course offeringsMake necessary scheduling adjustments in a
timely mannerConstant communication/interaction among
Instruction, Counseling, and Enrollment ServicesEvaluate effectiveness of each schedule, learn
from your successes and mistakes, and use for next schedule
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SCHEDULING MECHANICSDefinitions…
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 HourCCC “Alternative Math” for calculating contact
hoursBasic Concept—That 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 MECHANICSThe 50-Minute Hour
Multi-Hour Class Example (7:00 p.m. to 10:00 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 hour—contact 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 MECHANICS—50-MINUTE HOUR
Meeting Time DCH 50 minutes 1.0 55 minutes 1.0 60 minutes 1.0 65 minutes 1.3 70 minutes 1.4 75 minutes 1.5 80 minutes 1.6 85 minutes 1.7 90 minutes 1.8 95 minutes 1.9 100 minutes 1.9 105 minutes 1.9 110 minutes 2.0 115 minutes 2.0 120 minutes 2.0
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SCHEDULING MECHANICS—50-MINUTE HOUR
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SCHEDULING MECHANICSMore Definitions…
Census—a reporting “snapshot in time” at approximately the 20% point of a course
Weekly Census—attendance reporting type for course sections that are regularly scheduled for the full semester
Daily Census—Attendance 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 MECHANICSAnd Still More Definitions…
Positive Attendance—Attendance 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 Experience—
Attendance 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 Multiplier—17.5 Compressed Calendars—range from 16.0 to 17.0 Quarter System Calendars—11.67
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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FTES—CENSUS WEEKLY FORMULA
Full Term—Calculated at Census (20% of Term Length)
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FTES—CENSUS 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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FTES—CENSUS DAILY FORMULALess Than Full Term—Calculated at Census (20% of Class Meetings)
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FTES—CENSUS DAILY EXAMPLEClass 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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FTES—POSITIVE ATTENDANCE FORMULA
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FTES—POSITIVE 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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FTES—INDEPENDENT STUDY FORMULA
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FTES—INDEPENDENT STUDY EXAMPLE
3-Unit Class with 30 Students Meeting for 17.5 weeks (Standard Term Length Multiplier):
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FTES—Alternative Attendance Accounting Method Formula
Full Term—Calculated at Census (20% of Term Length)
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FTES—Alternative 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 MEASURESWSCH per FTEF (Weekly Student Contact
Hours per Full-Time Equivalent Faculty)Different FTEF Calculations according to what
is being measured Include only “in classroom” time—measure of class
size efficiency Include all compensated time (include
release/reassigned time) of teaching faculty—measure 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 MEASURESFTES per FTEF (Full-Time Equivalent
Students per Full-Time Equivalent Faculty)Comparative Annual Faculty Assigned Hour
Use by Department/DisciplineComparison of Faculty Assigned Hours and
FTESFill rates; Percentage of available “seats”Classroom Utilization StudiesKnow your “break even” point in terms of
FTES revenue vs. direct instructional costs
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MARKETING AND PROMOTIONDetermining 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 message—contributes to “Look and Feel”
Be sure that performance lives up to claims
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MARKETING AND PROMOTIONCreate 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 delivery—Do 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
ChallengesExternal
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
“Everyone’s 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 SERVICESOutreach
More than recruitment—partnership with your community You have to be seen to be known Relationship with feeder high schools—creating 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 SERVICESFinancial Aid
Plays key role in both access and retentionNo access to education for many students
without financial aidTimeliness 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 campaign—icanaffordcollege.com
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ENROLLMENT SERVICESAdmissions and Registration
Not a passive process—requires daily active monitoring (in concert with Instruction)
Student Flow—New Students Unknowns—never contacted the college Prospects—contacted the college, have not enrolled Applicants—applied, have not enrolled Students—applied, enrolled Alumni—left the college, but may return and/or
encourage others to attend the college
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ENROLLMENT SERVICESAdmissions and Registration
Student Flow—Continuing Students Non-committed—enrolled, dropped all courses
before census Short-timers—enrolled, completed at least one
course, have not re-enrolled Stop-outs—enroll, stop, come back Committed—enroll, 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 SERVICESActive monitoring of enrollment
Not just overall headcount numbersMonitor, 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/PERSISTENCEDon’t forget about student retention and
persistenceNot just the “right thing to do” as educatorsAlso 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 PopulationsProbation (academic and progress)Targeted services for special populations“Early Alert” activities
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REPORTING AND COMPLIANCECCFS-320 Report
Primary basis for college fundingNeeds to be cooperative effort among Fiscal,
Instruction, and Enrollment Services staffReporting 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 COMPLIANCECCFS-320 Report
Three regular reporting periods (the first two requiring use of annualizers)
P1 (First Principal Apportionment)—January 15 Gives System Office initial idea of total system
enrollment In turn, System Office gives districts initial take on
how various funding streams (growth, etc.) may be allocated.
P2 (Second Principal Apportionment)—April 15 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 COMPLIANCECCFS-320 Report
Annual Report—July 15 Any changes from P2 submittal reflected in
Recalculation of Apportionment in February of following year
Recal Report—November 1 Opportunity to submit amended/corrected report
prior to Recalculation of Apportionment in February of following year
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ONLINE REFERENCES AND RESOURCESStudent Attendance Accounting Manual
(SAAM) and Addendum:http://www.cccco.edu/ChancellorsOffice/Divisions/
FinanceFacilities/FiscalServices/AllocationsSection/
StudentAttendanceAccountingManual/tabid/833/
Default.aspx
[Chancellor’s Office/Divisions/Finance & Facilities/Fiscal Services Unit/Links/Manuals
and Publications/SAAM and Related Information]