Making A Difference

Overview

Enrollment

Management

Making A Difference

Enrollment management is a

concept and process

that

enables

the fulfillment of

institutional mission

and

students’ educational goals

Making A Difference

Enrollment Management Conceptual Framework

Sustainable Optimal Enrollment Outcomes

Tactics

Strategies

Infrastructure

Enrollment Goals

Analysis Enrollment Data Indicators

Institutional Strategic Plan

Making A Difference

EMC Membership• VPISD: Co-Chair: Keith Snow-Flamer• Faculty: Co-Chair: Bruce Wagner • 1 Student:  Neisha Strnad• 1 Classified staff selected by the CSEA President: Barry

Tucker • Associate Deans: Erin Wall, Tracey Thomas, Joe Hash• IR Director: Angelina Hill • 3 Student Development Staff: Kathy Goodlive, Sheila Hall

and Lynn Thiesen• Director of Marketing: Paul DeMark• 5 Faculty-appointed by the Academic Senate: David

Gonsalves (Mendocino representative) , Pam Kessler, Barbara Jaffari, Harry Pyke, and Danny Walker

• KT Representative: Jolene Gates• Del Norte Representative: Anita Janis

Making A Difference

Goals of Enrollment Management include:

•To stabilize optimal enrollments keeping in mind the fiscal and physical capacity of the institution

•To evaluate enrollment management strategies (track what works and change what doesn’t work) Creating a data-rich environment to inform decisions and evaluate strategies

•To strengthen communications and marketing with internal and external stakeholders

Making A Difference

Goals of Enrollment Management include:

• To increase collaboration among departments across campus to support the enrollment program.

• To develop a capacity to anticipate immediate and long term student interests and methods for improving the ability of the college to provide for these interests, in a way consistent

with our mission.

Making A Difference

Five Year Enrollment Update

– Trend predicts a loss of 47 FTES each year.

Slope = -47

Making A Difference

Five Year Enrollment Update

Location2008 - 2009

2009 - 2010

2010 - 2011

2011 - 2012

2012 - 2013

Trend (average change)

Eureka 3879.3 4187.4 3739.8 3379.6 3116.2 -233.4

Del Norte 569.8 561.2 484.2 490.6 412.4 -38.5

KT 103.5 117.6 117.2 117.7 94.8 -1.7

Mendocino 350.7 365.6 340.0 299.0 251.9 -26.4

SH   3.1 8.0 7.2 3.8

VC 394.7 382.9 350.1 384.2 368.5 -5.1

Grand Total 5298.0 5617.8 5039.3 4678.2 4247.5 -304.1

Making A Difference

FTES by Fall Term by Student Location

  Location Non-Resident Resident TotalFall 2013    Eureka 64 1,453 1,517  Del Norte 3 228 231  Mendocino 6 105 111  101 Corridor 1 86 87  Klamath-Trinity 0 55 55  Online 0 30 30  Southern Humboldt 1 5 6   Fall 2012    Eureka 49 1,518 1,567  Del Norte 1 237 238  Mendocino 3 158 161  101 Corridor 4 113 117  Klamath-Trinity 0 57 57  Online 0 26 26  Southern Humboldt 1 9 10

Making A Difference

FTES for Spring 2014 by location

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2014-15 FTES goal

Best Case Realistic Case•Resident FTES 4,519 4,200•Non resident 226 226•Noncredit 32 32

Making A Difference

Challenges

Establishing and meeting our optimal enrollment goals is both a challenge and an incredible balancing act

– Weigh short-term vs. long term goals – Let the data drive the decision

Making A Difference

Challenges

Changing the infrastructure to meet demand

Allocating resources to where they’re needed

Reviewing how students are placed into courses

Adjusting to new “directive approach”—less choice

Developing a new way of seeing degrees and certificates—ADTs vs. Associate degrees

Making A Difference

Challenges

Sink or “swim” is gone:•The public expects us to help students succeed for the price they are paying for tuition and fees.

•Accountability in higher education is shifting from access to retention and goal attainment.

Student Success Initiative

Making A Difference

Enrollment will turn around: We are doing what we should be doing

•We have counselling and academic advising

•We have orientations and a College 101 program

•We have some learning communities

•We have academic support centers

Making A Difference

We are doing what we should be doing

•We have instructional support targeted at courses in which many students evidenced poor levels of academic performance—basic skills

•We have student-faculty interactions

•We have a math summer bridge program

Making A Difference

We have an effective and efficient scheduling process to optimize enrollment and meet student needs: • We continue to prioritize transfer, vocational and basic skills

course scheduling that aligns with student needs.

• We use the course cancellation framework to strategically cancel low enrolled classes (cost vs projected revenue) without sacrificing student access.

• We reallocate TLUs from low efficient courses/areas to areas that can generate FTES/FTEF.

• We set a goal of less than 10 percent cancellation rate for credit courses programming

• The deans/directors and course scheduler review trend data by section basis during the planning process. Examining the historical trends ensure that the same sections are not scheduled and cancelled for multiple semesters in a row.

Making A Difference

Enrollment will turn around:What else could we be doing?

Reinforce academic quality

•The role of academic program quality and availability is vital in student choice.

•The issues that drive them to attend college almost all revolve around the pursuit of an academic major or specific goal.

Making A Difference

Enrollment will turn around:What else could we be doing?

• Increase dual enrollment

• Focus on developing online courses

• Increase noncredit & contract education

• Improve relationships with high schools

Making A Difference

Enrollment will turn around:What else could we be doing?

• Focus on reverse transfers: Allow students to earn an associate’s degree along the way if they transfer to the four-year partner before earning it at the community college.

• Offer classes in 101 corridor

• Focus on retention--SEPs will allow for better scheduling—react to student needs

• Clearer and simpler matriculation and educational pathways

• Reallocate faculty to FTES generating areas

Making A Difference

Enrollment will turn around:What else could we be doing?

• Mandatory counseling/ advising and orientation

• Review and simplify the matriculation process

• Provide clearer degree and certificate pathways

• Bring the initiatives we’re doing on a small scale up to scale a that affects a wider number of students

Making A Difference

Enrollment will turn around:What else could we be doing?

Accreditation

Build confidence!

Making A Difference

Conclusion:

•Committed to creating the best possible educational experience at the CR

•Establishing strong connections with principals, superintendents and high school counselors

•Increasing our enrollment management efforts for the long term economic benefit of the college

 •Increasing retention and graduation rates

•Creating an infrastructure to support our goals

•Review our intake process

Making A Difference

Math Placement

Making A Difference

Math Placement

• 86 lands them in MATH-120

• 76 to 86 lands in an advising zone between Math 120 and 380

• 46 to 75 lands them in MATH 380

This would put us in the top quartile of 2 and 4-year institutions.

Making A Difference

Math Placement CR/Butte

• The cutoff score to get into Pre-Algebra at Butte is slightly lower than the top of the range of scores at CR for Arithmetic.

• A student with a score at the very bottom of the "PreAlgebra" placement at Butte would be placed in Arithmetic at CR, but students not quite at the bottom, but still in the lower range of PreAlgebra at Butte would be placed into the "Advising Zone" between Arithmetic and PreAlgebra at CR.

• The cutoff for Elementary Algebra at Butte is at about the upper third of CR's PreAlgebra placement range.

• For Intermediate Algebra, CR's cutoff is lower than Butte's. It isn't clear exactly how the Butte cutoff compares to CR's

Making A Difference

Math Placement

It is important to note that we use "multiple measures" at CR and have been working on improving the intake process.

Math placement at CR involves more than just Accuplacer scores. So any analysis of how well our placement is working would need to include more than just Accuplacer score information.

Making A Difference