Summer Session Initiatives Strategic Plan 2018-2020oue.gatech.edu/sites/default/files/SSI Strategic...

Georgia Institute of Technology Office of Undergraduate Education

Summer Session Initiatives

Strategic Plan

2018-2020

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Contents

I. Executive Summary

II. Strategic Planning Methodology

III. Institutional Overview

IV. Summer Session Initiatives Formation

V. Environmental Analysis

VI. Strategic Goals & Objectives

VII. Enrollment Projections

VIII. Implementation

IX. Appendix

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I. Executive Summary

The Summer Session Initiatives plan for undergraduate growth aims to increase enrollment by an additional 2,500 students in summer session over a three year period (2018-2020). To accomplish this overall growth in enrollment, the plan outlines several academic initiatives to enhance summer programming and courses; recommends strategies to help reduce barriers to summer enrollment and promote greater interest in summer session; and identifies incentives to foster greater college participation in summer session.

The proposed academic initiatives are designed to appeal to a variety undergraduate student populations, including entering first-year and transfer students, continuing students, transient students, and international students. These initiatives also contribute to ongoing Georgia Tech’s academic efforts such as Complete College Georgia, Summer Minor programs, and Office of International Education’s TECHsplore and involve collaborations with multiple campus partners.

In addition to supporting current academic initiatives, this plan outlines strategies to help stimulate undergraduate student enrollment as well as to expand and enhance course offerings. Suggestions to reduce barriers for student summer session enrollment involve adopting a per credit hour tuition model for summer session; resolving the billing code issue that prevent students from concurrent enrollment in two or more instructional modalities; and discounting on-campus housing. Similarly, to nurture increased college participation, the proposed incentives include funding to offer summer course guarantees, innovative course development grants, and providing an incremental bonus to reward enrollment growth.

II. Strategic Planning Methodology

The strategic planning process for the Summer Session Initiatives began in February 2017 and was completed in September 2017. The strategic planning engagement was conducted by the Summer Session Initiatives Director with support from the Associate Provost for Undergraduate Education. The methodology to study Georgia Tech’s summer sessions included interviewing members of the Summer Session Working Group and campus stakeholders (Appendix ); studying institutional reports; benchmarking peer institutions (Appendix ); reviewing summer session research literature (Appendix ); and surveying current Tech students (Appendix ).

III. GT Summer Session Overview

The Institute summer sessions consists of three terms: one (11) week summer session Full Summer (11 weeks) and two (6) week summer sessions Early Short and Late Short. Approximately, 11,900 students enroll in summer sessions. This includes nearly 6,700 graduate students and 5,200 undergraduates. During the past five years (2014), attendance growth has occurred primarily at the graduate level, while undergraduate summer enrollment has mostly stayed flat. Engineering majors for both the graduate and undergraduate students are the majority of summer enrollment, representing 48% in Summer 2017. The Engineering majors enrollment percentage grows to 62% for Summer 2017 when considering undergraduates students only. Students enrolled in online or video courses during the summer totaled over 3,800 students, which included 3,300 graduate students and only 500 undergraduates in 2017. For students enrolled in Summer Study Abroad programs totaled, undergraduates makeup a significant

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majority with over 1,000 enrollments and only 66 graduates participants. A Summer freshman cohort was launched in 2006 and enrolls approximately 300 students during the Late Short session each year. Fees Summer session fees follow the same tuition model and price as the Fall and Spring for the current academic year. The model uses a flat rate for 06 credit hours and a different flat rate for taking 7 credits or more. College Involvement All Tech’s six colleges participate in summer sessions offering courses during each of the three terms using several formats (oncampus, online, and study abroad). Colleges receive incentive funding based on the instructional credit hours generated. This allocation funding model was established in 2013 and is distributed through the Office of Budget and Planning.

IV. Summer Session Initiatives Formation

In 2013, a Summer Semester Working Group (SSWG) was charged by the Provost’s Office with developing recommendations for the management, approach, and revenue allocation for summer semester. The working group, co-chaired by Dr. Steven Girardot, Associate Vice Provost for Undergraduate Education, and Dr. Paul Kohn, Vice Provost for Enrollment Services and included faculty from all six colleges as well as other administrators. After completing its research, benchmarking, and planning, the working group recommended the establishment of a specific unit to cultivate a more vibrant summer experience at Tech. Because of the emphasis on undergraduate education and supporting strategic degree completion efforts, the area was positioned within the Office of Undergraduate Education reporting to the Associate Vice Provost. In Fall 2016, after a national search, Dr. De Morris Walker was hired as the inaugural Director of Summer Session Initiatives (SSI). To improve overall utilization of summer session at Tech, the established goals for SSI are to: 1. Incentivize instruction and enrollment by overseeing the summer school incentive funding

process as well as developing and proposing additional student incentive models and related policies and procedures that remove barriers to summer enrollment (e.g., reduced fees, tuition incentives, etc.).

2. Partner with the colleges to expand course offerings and schedules, primarily at the

undergraduate level and including online undergraduate programs; propose enrollment targets and develop a robust, long term mechanism for determining which courses should be offered during the summer.

3. Increase utilization of campus facilities, particularly instructional space, during the summer

months. 4. Enhance efforts for centralized marketing and communication of summer session—those that

target continuing students as well as other possible student markets (transients, etc.). 5. Explore innovative opportunities to enhance summer session programming, including

precollege programs; the summer freshman cohort; summer session based curricular

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programs (e.g., minors or certificates that could be completed in summer); international, campus based programs; undergraduate leadership programs or academies; and other identified populations.

6. Collaborate with Student Life, Campus Services, and Atlanta based community organizations

to enrich the non-academic and cocurricular opportunities for summer school participants.

V. Environmental Analysis To gain a broader understanding about Tech’s Summer Session, the SSI Director met individually with members of the SSWG, potential campus partners and campus stakeholders. Over 30 individuals from the areas of enrollment services; student life; residential life and housing; undergraduate education; institute for research and planning, budget and planning; strategic initiatives; student center programming; associate academic deans, college financial managers; and the Bursar. The results of the conversations are presented in a SWOT (Strengths, Weakness, Opportunities and Threats) analysis format.

A. Strengths 1. Successful living learning community models with high student demand 2. Serve Learn Sustain partnerships and 3. Brittan Fellows Program participants and current PhD students are primed for

gaining additional teaching experience 4. GT1000 Freshman Seminar has a flexible curriculum that can be modified to

incorporate themed focused lessons 5. GT offers a broad selection of minor and certificate programs for students to

complement or enhance their major 6. National rankings for Engineering, Business, Computer Science 7. Reputation for Innovation and Entrepreneurship 8. Research I designation with a significant number of faculty engaged in sponsored

research

B. Weaknesses 1. GT is the only USG school that has a flat rate tuition model during the summer.

Students are charged a rate for taking 06 hours and a higher rate for 7 hours or more.

2. Student are unable to enroll concurrently in on-campus and online courses as well as take a class while enrolled in a academic enrichment experience (i.e. internship and coop) due to a billing code issue.

3. Summer on-campus housing rates add an additional financial barrier for students to attend summer sessions at GT.

4. Students who are offered summer admissions, initially have a negative perception about starting college at GT during the summer.

5. The lack of scholarships and other sources of financial aid during the summer can deter students from attending summer session..

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6. Research and grant activities prevent many faculty from teaching during summer sessions.

C. Opportunities 1. Summer Pell Grants will now be available for students enrolled in 6 hours or

more. 2. The Atlanta Midtown area is attracting many companies and businesses focused

on technology and innovation. 3. There are many local health and medical related entities and research institutions

(CDC, Emory Hospital, Children’s Healthcare, Morehouse School of Medicine, Grady Hospital, etc.)

4. International recognition of programs in engineering, computing and sciences. 5. External community partners through the Center for Serve Learn and Sustain.

D. Threats

1. The uncertainty with nation’s immigration and visas policy can reduce the number of potential international students seeking study abroad experiences in the US.

2. GT is unable to compete with the lower tuition cost of neighboring public colleges and university because of the current flat rate tuition model.

3. Additional grant and research studies awarded to faculty can reduce the pool of available faculty to teach summer session courses.

4. As more companies become established in the Metro-Atlanta area, additional internship and cooperative education opportunities may increase demand for GT students during the summer term.

VI. Benchmarking and Best Practices

A. Site Visits 1. Program Initiatives

a) Summer Academy First-Year LLC (VTech) b) Summer Start (Purdue) c) Summer Start International (Purdue) d) Retention and Time to Degree Micro-targeting (Purdue) Identify

and market courses to small groups of students with similar course needs

e) Summer Stay Scholars (Purdue) (1) targeting sophomore students who skipped their first

summer (2) Combines coursework (9 credits) with oncampus research

or internship (3) Add Study Abroad component

f) Summer Finish Scholarship (1) Focused on graduating students in August and increase

graduation rates (2) Seniors with leftover coursework being offered in the

summer

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(3) Will target juniors in the in planning summer before senior year

g) Winter Break Courses (Purdue & VTech)

2. Student Incentives a) Scholarships

(1) Summer Scholarships (Purdue) (a) Financial support for Summer Start, Summer Stay

and Summer Finish programs aimed different student segments.

b) Course Scheduling (1) Multimodal Scheduling (Purdue, Virginia Tech and

Clemson) Students schedules can include different course modalities

c) Summer Tuition Model (1) Charges a per credit hour rate for all summer courses

(VTECH) (2) Revised tuition model (Purdue)

3. Academic Initiatives

a) Outreach to the Departments (Purdue & Clemson) b) Course Guarantee Funding

(1) Provost Guarantee (Purdue) Financial support to colleges for offering select courses if the course does not make

c) Course Development Grants (1) Clemson Undergraduate Innovative Summer Program

Grant (Clemson) Innovative (experiential or hand–on research) course development grant program

d) Revenue Sharing Model (1) Summer Allocation Model (Purdue) The formula factors

individual college instructional costs using avg. faculty salary (tenure and tenure track)

4. Operations

a) Marketing (1) Robust marketing and communication plans and strategies

(Purdue & VT) (2) Course Insights – Video Syllabus (Purdue) Promoted

courses through targeted email campaign – 43% collective enrollment increase

(3) Summer Session In-house Marketing Team (Virginia Tech) In-house marketing team with knowledge of summer session for clear messaging Developed and implemented a robust yearlong marketing campaign

5. Other a) Survey of students of summer course interest (Virginia Tech) b) Registration timing moved to an earlier period for summer session

(Purdue)

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VII. Strategic Goals Summer Session Enrollment Trend Between Summer 2013-2017, an average of 5,200 undergraduates attend Tech’s summer session. The proposed growth plan assumes that summer session will continue to enroll approximately 5,200 undergraduates and recommends strategies and incentives for attracting additional students to grow the overall undergraduate summer session attendance. SSI marketing and communication initiatives will focus on promoting general enrollment in summer to maintain this baseline figure. Therefore, the following strategies outline a variety of academic programs designed to appeal to multiple student population segments as well as present incentives to encourage greater student and academic department participation in summer session. Combined, the proposed initiatives and incentives aims to build up undergraduate summer session enrollment to reflect nearly 50% of the total undergraduate student population, which would be approximately 7,500 undergraduates. Goal: Increase undergraduate summer session enrollment by 2,500 (48%) students to reach a total of 7,500 undergraduates attending Tech summer session over three years (2018-2020) Objectives:

1. Enhance Summer Courses, Programs and Experiences for new, returning and visiting college students.

2. Develop Student Incentives to promote greater interest in summer session and eliminate barriers to summer enrollment.

3. Create incentives to promote increased college participation in summer by offering additional courses, programs and opportunities to grow student enrollment.

Objective 1: Enhance Summer Courses, Programs and Experiences Recommended Summer Enrollment Strategies Strategy 1: iGniTe: First-Year Summer Launch Experience Currently, Tech enrolls approximately 300 freshmen summer admits who begin their college career during the late summer session. iGniTe is a rebranding of the summer freshman experience that will provide students an enhanced summer experience. In additional to serving students admitted for the summer term, all Fall admitted students will be invited to enroll in the iGniTe. The anticipated growth of the cohort will be an additional 100 freshman students each summer. The iGniTe is not designed to increase the overall number of freshmen admitted to GT each year. However, this effort aims to grow the summer first-year cohort by drawing additional participants from the pool of Fall admitted students.

iGniTe offers students two options a living learning community and an exploration series. Each option will consist of themed curricular tracks that will provide opportunities to engage with faculty and staff as well as co-curricular programming and enrichment activities. The themes for the living learning community include: Leadership, Innovation, and Pre-Health. Participants in the summer exploration series themed tracks will be: Urban Sustainability, Exploring Architecture and Design, and Sustainable STEM. All themed tracks will require enrollment in 6 core course credits. iGniTe Living Learning

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Community students are required to live on campus and iGniTe Exploration Series students are not required to live on campus. This initiative aims to change the negative perception of the Summer First-Year Experience to an attractive opportunity that encourages newly admitted first-year students to choose to be a part of the summer cohort.

Target Student Population:

- Fall first-year admits - Students interested in getting a headstart on academics - Students from rural areas in GA and nonGA residents interested in becoming acclimated to GT

campus and Metro Atlanta area Action Steps:

- Form planning committees for curriculum and programming - Develop theme(s) for the living learning community - Add interest checkbox to admission application - Create marketing collateral for admission - Create website for program - Market option to Early Action admits - Host information sessions during campus visits - Provide phone outreach and enrollment support - Coordinate communications with campus partners

Timeframe: - Planning: Aug. - Dec. 2017 - Scheduling and Coordination: Jan. - Apr. 2018 - Outreach/Recruitment: Jan. - May 2018 - Implementation: Mar. - Jun. 2018 - Program Start: Jun. 2018 - Program End: Aug. 2018

Collaborators: Enrollment Services, Student Life, Housing & Residential Life, Center for Academic Enrichment, Center for Serve, Learn and Sustain, OMED: Educational Services, College of Design, Ivan Allen College of Liberal Arts, and College of Sciences. Strategy 2. Summer Minors/Certificates Offer minor completion courses for impacted/high demand programs. Potential options include Computing & Intelligence, Economics, Spanish, and Industrial Design. Colleges can propose to create a summer schedule that allows a minor to be completed over the summer terms or offer key/high demand courses that will enable students to matriculate toward completing the minor sequence.

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Tech offers over 60 minors in a variety of fields for students to enhance their studies and complement their majors. There are several popular minors share common courses required for students majoring in the same subject. In many instances, the students majoring and the student minoring in the same subject compete for space in required courses. Offering a minor completion initiative in the Summer can help reduce the high demand during the Fall and Spring terms. Additionally, Colleges with impacted minors can also increase the completion rate of students with declared minors.

Target Students: GT Sophomores, Juniors, and Seniors; students in Study Abroad, Internships, and Co-op Programs; and potentially Non-degree seeking students Enrollment Goal: 200 students by 2020 Actions Steps:

- Meet with Assoc. Deans/ Dept. Chairs to confirm program offering - Obtain list of declared students - Survey interest students and academic advisors - Develop course schedule - Obtain program description for marketing - Create marketing collateral/website - Produce article for Daily Digest featuring minor options

Timeline: Sept. 2017

- identify target students - confirm program offering with Colleges - obtain program descriptions for marketing

Oct. 2017 - develop marketing materials

Dec. 2017 - develop webpage

Jan. 2018 - launch webpage - announce at Academic Advisor engagement event

Feb. 2018 - launch campuswide marketing campaign - feature at Summer Session information fair

Mar. 2018 - feature in Daily Digest

Key Collaborates: Associate Academic Deans, Dept. Chairs and Academic Advisors: Industrial Design (CoD); Economics and Spanish (IAC) and Computing & Intelligence (CoC)

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Resources: Provost Guarantee funding for courses that may pose a financial risk for the school/college to offer. Innovative course development grants to schools for reconfiguring courses traditionally not offered during summer session. Strategy 3. Complete College Georgia (CCG) As of 2016, Tech has a 86% six-year graduation rate and 97% retention rate for first to second year matriculation. In support of Tech's Complete College Georgia efforts, this summer initiative aims to increase the number of students who successfully complete their degrees and contribute toward reducing time to degree. The summer CCG will focus on: identifying and offering high demand and critical bottleneck courses to help students advance in their programs; courses with low success rates (DWF); and courses needed by at-risk seniors close to graduation. SSI’s activities will focus on identifying cohorts of students needing or seeking to complete the same required course that will help the students advance in their studies. The ideal cohort will consist of enough students to form a class.

Target Students: Sophomores, Juniors and Seniors Enrollment Goal: 500 students by 2020 Actions Steps:

- Analyze DFW course data for Spring terms - Compare DFW list ot Summer Course Offering - Obtain DFW and High Demand information from Colleges and Department - Survey Academic Advisors about pathway courses, etc. needed during Summer - Identify student candidates for identified courses

Timeline: Aug. 2017

- Obtain and analyze enrollment, DFW data - Develop Academic Advisor survey

Dec. 2017 - Survey Academic Advisors

Dec. 2017/Jan 2018 - Discuss course needs and scheduling with colleges

Feb. - Apr. 2018 - Market courses to students - Market course to academic advisors

Key Collaborates: GT Retention and Graduation Manager; Complete College Georgia GT Committee; Associate Deans for Academic Affairs; School Chairs; and College/School Academic Advisors Resources: Provost Guarantee funding for courses that may pose a financial risk for the school/college to offer.

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Strategy 4. TECHsperience: Tech has many signature programs and course offerings that may appeal to non-GT students. Summer enrollment for undergraduate transient, non-degree seeking students is approximately (60) students each summer. Marketing Tech’s summer session courses to students and families within the Metro-Atlanta area may result in growing this population of students. Potential students targeted will include former first-year Tech applicants with Metro-Atlanta permanent addresses. Additionally, undergraduate students enrolled in neighboring private non-profit institutions in the Metro-Atlanta area (i.e. Emory, Morehouse, Spelman, Agnes Scott, etc.) will be included within the marketing efforts. Courses to consider will provide students with opportunities that may not be available at their home institution or fulfill a general education/core course requirements. SSI in consultation with each College will develop a recommended course list for potential transient students. Target Students: Transient Sophomores, Juniors and Seniors; former GT applicants, private university students, peer institution students in Metro-Atlanta Enrollment Goal: 325 students by 2020 Actions Steps:

- Adopt a per credit hour tuition policy incentivizes students interested in taking (1) course or paying only for total credits taken.

- Review admissions process and create a simple process - Identify potential applicant pool of Metro Atlanta residents - Identify GT Alums with college age students - Analyze course enrollment trends of transient students - Identify common transferable courses - Identify appealing/GT signature SOUP courses - Identify appealing/GT signature on campus courses - Develop a menu of course options for Transients to consider - Create marketing materials for students - Market opportunities to target group - Create webpage with course options

Timeline: Nov. 2017

- Consult with Associate Deans for Academic Affairs Jan. 2018

- Develop marketing messaging and materials - Identify target population and obtain contact information - Feb. 2018 - Identify course list - Update webpage with course opportunities - Postcard to permanent address #1 - Email blast to students #1

Mar. 2018

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- Email blast to students #2 - Postcard to permanent address #2(?) - Email blast to students #3

Apr. 2018 - Transient application deadline

Collaborators: Admissions, Registrar, and all Colleges (Academic Advisors, Program Coordinators, Associate Deans for Academic Affairs, School Chairs and Faculty) Strategy 5. TECHsplore Summer: The TECHsplore Summer is designed to make Georgia Tech a study abroad destination for international undergraduates. This initiative will bring groups (10-25) upper division international students to study at Tech. Student will enroll in themed based programs, taking 6-9 credits and participating in co-curricular activities that leverages the campus and local community resources. Tech’s renowned programs can be leveraged for this initiative and may serve as recruitment vehicle for graduate study.

Target Students: Int’l College Juniors and Seniors Enrollment Goals: 200 students by 2020 Actions Steps:

- Identify (2-4) programs and sponsoring departments - Develop program description and financial agreement for sponsoring department - Sponsor Schools submit program outline; schedule and activities - Recruit and hire OIE/SSI Program Coordinator - Identify potential partner Internat'l Schools - Outline application process, fees, and timele - Create marketing pieces and web page - Market and recruit program applicants - Review and select visiting schools - Confirm visa requirements

Timeline: Aug. 2018

- Plan recruitment strategy with OIE - OIE create position announcement and post

Sep. 2018

- Confirm sponsoring units - Develop program descriptions for marketing use - Create marketing materials - Identify target countries and schools

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- Obtain list of previous TECHplore partners - Review and interview OIE Summer Coord candidates

Oct. 2018

- Market program options to target schools and OIE partners Nov. 2018

- Market program options to target schools and OIE partners - Set application deadline for Summer 2018

Dec. 2018

- Confirm partner schools

Jan. 2018 - Visa confirmation process

Key Collaborators: Office of International Education, Admissions, College of Design, College of Sciences, Ivan Allen College of Liberal Arts, and Scheller College of Business. Objective 2: Develop Student Incentives to Promote Enrollment Recommended Strategies for Increasing Student Summer Session Demand: a. Adopt a “Per Credit Hour” Summer Tuition Model: Surveys of GT students and academic advisors

in addition to the summer session marketing study revealed that the current flat rate “finish in four” tuition model during the summer bars a number of students wishing to take summer courses. The results indicate that a “per credit hour” tuition model would incentivize more students to enroll in summer session.This strategy aims to eliminate a financial barrier to summer enrollment, helping to improve a student’s time to degree, which supports the state’s college completion initiative - Complete College Georgia. A per credit hour tuition model would benefit many students in need of (1) courses; students taking a (4) credit course - Math and Science; and students who oversubscribe during Fall/Spring.

The proposed new rate for Summer 2018 will be $334 per credit hour for instate students and $1,020 per credit hour for nonresident students. These rates were determined by dividing the current full-term rates ($5,004 - resident) and ($15,302 - nonresident) by (15) credit hours.

Proposed Summer Session Per Credit Hour Rate

Credits 0-14 15 or more

Resident 334 5,004

Non-resident 1020 15302

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The following table represents the summer tuition fees using the proposed per credit hour model.

Credit Hour Resident Non-resident

1 $334 $1,020

2 $668 $2,040

3 $1,002 $3,060

4 $1,336 $4,080

5 $1,670 $5,100

6 $2,004 $6,120

7 $2,338 $7,140

8 $2,672 $8,160

9 $3,006 $9,180

10 $3,340 $10,200

11 $3,674 $11,220

12 $4,008 $12,240

13 $4,342 $13,260

14 $4,676 $14,280

15+ $5,004 $15,302

Approval/Support Needed: Executive Leadership Team, USG Board of Regents

Timeline: Nov. 2017

- Executive Leadership Team approval Dec. 2017

- Request to Board of Regents Jan. 2018

- Board of Regents approval - Inform Bursar, Registrar and Financial Aid - Update SSI website - Institute of Communication Press release - Present at Academic Advisor engagement event

Feb. 2018 - Include in marketing materials

Target Students: All continuing GT and GA resident transient summer students Collaborators: Admissions, Registrar, Financial Aid, Bursar, and Office of Budget and Planning

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Note: Negative Implication for Financial Aid A change in the tuition model for only one term will disrupt the financial aid packaging process. The financial aid system used for preparing aid packages cannot be programmed for more than one tuition model. If there are two tuition models used for different terms, then the term not programmed will have to be processed manually. Therefore, it is recommended that any change in the tuition model for any term should also be applied to all terms for consistency, which would allow for a single financial aid processing and packaging method.

b. Summer Session Undergraduate Concurrent Enrollment: Undergraduate students attending summer session lack the ability to enroll in courses and programs that have different campus code designations. For instance, students who may need a blended schedule where they are concurrently enrolled in on-campus and online courses are unable to because the on-campus course is designated as the Atlanta campus and the online campus is ‘Video”. Also, students enrolled in academic enrichment experiences (Study Abroad, Internships and Co-Op) with an interest in taking a face to face or online class are unable to do so for the same reason. Students need more flexibility for creating academic plans and course schedule that will enable them to make timely progress toward completing their degrees. In addition, this would reduce demand for oversubscribed courses in Fall/Spring by allowing students to take more summer courses.

Recommendations Develop an enrollment system fix or a registration process that would allow greater flexibility to undergraduate students in developing their summer course schedules. This would enable undergraduate students to take courses offered in different modalities concurrently during the within the same summer term or during different summer terms. Additionally, students enrolled in Study Abroad, Co-op programs, or Internships could earn course credit during their experience or in a separate summer term. Parameters The following are the possible enrollment combinations for the various course modalities and programs with different campus codes.

Course Modality/Program

(Campus Code)

+ Course Modality/Program

(Campus Code)

Terms

Face/Face (Atlanta) SOUP (Video) Within same term & Different summer terms

Face/Face (Atlanta) Internship Within same term & Different summer terms

Face/Face (Atlanta) Co-op Within same term & Different summer terms

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Face/Face (Atlanta) Study Abroad Different summer terms

SOUP (Video) Internship Within same term & Different summer terms

SOUP (Video) Co-op Within same term & Different summer terms

SOUP (Video) Study Abroad Different summer terms

Students Undergraduate students enrolled in GT Summer Session Action Steps

- Convene campus stakeholders: Bursar, Registrar Financial Aid, Georgia Tech Professional Education, Budget & Planning

- Form working committee - Identify and define the scope of the issues and organizational barriers/limitations - Identify possible interim/short-term and long-term solutions - Implement interim solutions - Develop plan for creating a long-term solution

Timeline Nov. 2017

- Campus stakeholder meeting - Identify the scope of the issues and challenges

Jan. 2018 - Form working committee - Identify organizational barriers and limitations - Identify short-term opportunities and processes to resolve the issue - Identify resources needs for implementation - Feb, 2018 - Formulate short-term implementation plan

Mar. 2018 - Implement plan for Summer Session Registration (Mar. 26)

Key Collaborators Bursar, Registrar, Financial Aid, Office of International Education, Georgia Tech Professional Education (SOUP), etc.

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c. On-Campus Housing Affordability: In 2015 marketing study, students and academic advisors identified summer housing costs as a barrier to attending summer school. Students indicated that they would be more likely to attend summer session given greater access to affordable housing options. There may be an opportunity to work with Campus Services to further explore mutually beneficial opportunities for campus housing utilization and summer enrollment. This incentive item is targeted to for Summer 2019.

Students First-Year and continuing summer session students Action Steps: SSI outreach to Campus Services and Department of Housing Timeline: TBD Key Collaborators: Campus Services, Department of Housing and Bursar’s Office

Objective 3: Proposed Academic Incentive Strategies

Recommended Strategies for Increasing College Participation in Summer Session:

a. Provost Course Guarantee: Provide “guaranteed” financial support to Colleges for offering needed undergraduate courses that will help students to complete their degrees ontime. Colleges will offer select courses either at the request of the Summer Session unit or proposed by the College.

Possible guaranteed course proposal types:

- High Demand/Bottlenecks/Challenging Courses - Impacted Minors/Certificates Courses - 3 year degrees

Resources: $150k (est. $25k per College)

Action Steps:

- Identify course needs (A. Advisor survey) - Develop program policy - Solicit policy feedback - Finalize policy - Request Courses and Proposals for courses - List courses on Summer schedule - Develop marketing plan for courses - Market course - Monitor enrollment - Confirm program account (Budget & Planning)

Jan. 2018 - Draft policy

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- Review/Finalize Policy - Call for Proposals

Feb. 2018 - Proposal Submissions - Evaluate Proposals - Announce Awards - List courses on Summer schedule

Mar. 2018 - Market Courses

Apr. 2018 - Jul. 2018 - Monitor enrollment

Collaborators: Registrar, Budget & Planning, Associate Deans for Academic Affairs and School Chairs. b. Innovative Course Development Grants:

Establish a mini-grant program that awards grants for new course development or course redesign for summer session. Courses should provide an enriching academic experience or help to advance students within there programs of study. One model would be to provide development grants of $1,000 per credit hour for courses developed. Funded courses would must be offered for a minimum of three consecutive summers (i.e. 2018, 2019, and 2020). Preference will be given to innovative courses with strong experiential components. only certificates or minors that would feature at least 9 hours of credit.

Resources: $150k (approximately 50 grants at $3,000)

Action Steps:

- Identify course needs (A. Advisor survey) - Develop program policy - Solicit policy feedback - Finalize policy - Request Courses and Proposals for courses - List courses on Summer schedule - Develop marketing plan for courses - Market course - Monitor enrollment - Confirm program account (Budget & Planning)

Jan. 2018 - Draft policy - Review/Finalize Policy - Call for Proposals

Feb. 2018

- Proposal Submissions - Evaluate Proposals - Announce Awards

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- List courses on Summer schedule Mar. 2018

- Disburse grant award - Market Courses

Apr. 2018 - Jul. 2018

- Monitor enrollment

Collaborators: SSI review team, Budget & Planning, Associate Deans for Academic Affairs and School Chairs.

c. Summer Incentive Allocation and Enhancement: This recommendation involves continuing the

current incentive funding methodology for summer 2018, with the $125 rate adjusted up for the tuition increase in Fiscal 2018 and subsequent 2 year. Incentive bonus funding to be allocated to colleges on basis of teaching credit hours generated by the colleges in excess of the summer 2017 teaching hours base. The incentive bonus rate per teaching hour is $200. The following tables illustrate the current allocation model and a table illustrating potential revenue applying the bonus enhancement. Summer School Enhancement – Actual Funding Allocation for Summer 2017

College 2017 Regular Teaching Hours*

% of Total Summer Teaching Hours

Base Summer 2018 Incentive Allocation

Computing 4,300 12.70% $535,800

Design 2,215 6.60% $276,000

Engineering 11,228 33.20% $1,399,000

Ivan Allen 4,871 14.40% $606,900

Scheller Business 3,591 10.60% $447,500

Sciences 7,564 22.40% $942,500

Total 33,769 100.00% $4,207,700 * Summer Incentive Regular Teaching hours excludes hours associated with Studies Abroad, OMSCS, Thesis, Dissertation, Special Problems, Research/Teaching Assistantships, & Undergrad Research as provided by Office of

- Hours delivered by respective colleges and not associated with students' majors.

- "Registrar hours" not associated with a specific college are omitted.

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Summer School Enhancement – Estimate of Incentive Funding @ 10% Increase in Teaching Hours

College 2017 Regular

Teaching Hours*

Example: Summer '18 Teaching Hour

Increase = 10%

Incremental Allocations to Colleges

@ $200 "Bonus Rate"

Computing 4,300 430 $86,000

Design 2,215 222 $44,300

Engineering 11,228 1,123 $224,600

Ivan Allen 4,871 487 $97,400

Scheller Business 3,591 359 $71,800

Sciences 7,564 756 $151,300

Total 33,769 3,377 $675,400

Allocation Per Teaching Credit Hour $200

Increase above Current $125 Funding Rate 60%

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VIII. Enrollment Projections Projected Undergraduate Summer Enrollment Summary Table1: Undergraduate Summer Enrollment 3-Years (2018-2020)

Strategy Student Market 2013-17

Avg. 2018 2019 2020 a. iGniTe LLC Fr. 100 200 300 b. Summer Minors/Certificates So., Jr., Sr. 80 160 200 c. Complete College Georgia So., Jr., Sr. 150 325 500 d. TECHsplore Summer NonGT. Int'l 50 120 200 e. TECHsperience NonGT Jr., Sr. 80 230 325 f. General Summer Session Growth w/Tuition Model Change So., Jr., Sr., NR, Int'l

220 450 975 Annual Projected Enrollment Increase 680 1,485 2,500 Total Projected Enrollment (includes SS 5yr. Avg. Undergrad. Enrollment 5,250) 5,250 5,930 6,735 7,750 Yearly Growth Rate 13% 14% 15%

22

Appendix A. Summer Session Working Group Proposal

B. Proposal Brief (September 15, 2017)

C. Financial Analysis (Budget & Planning)

D. Marketing Plan

E. Interview List

F. Literature Review Reference

G. Student Survey Results

H. Academic Advisor Survey Results

23

A. Summer Session Working Group Proposal

Summer Initiatives Proposal - April 2016 1

A Proposal for Designing and Implementing a Summer Initiatives Strategy at Georgia Tech

Paul Kohn, Vice Provost for Enrollment Services

Steven P. Girardot, Associate Vice Provost for Undergraduate Education Co-Chairs, Summer Session Working Group

Background and Introduction In January 2013, the Summer Semester Working Group (SSWG) was assembled and charged with developing “recommendations for consideration of the Deans and Provost regarding the management, approach, and revenue allocation for summer semester.” The working group is co-chaired by Dr. Paul Kohn (VP-Enrollment Services) and Dr. Steven Girardot (AVP-Undergraduate Education), and its members are included in Appendix A. Within its charge, the SSWG was asked to address two broad questions: (1) How should revenue from summer instruction be distributed? and (2) What should summer semester be? The SSWG met regularly in spring and summer semesters of 2013. It revised the summer semester incentive funding process (phased in beginning summer 2013), and it submitted a list of preliminary programmatic recommendations to Provost Bras. While changes to the academic calendar were being proposed, the working group paused its active meetings. However, during this time, it engaged Institute Communications to conduct a comprehensive market research study on summer. The study, which yielded 2,194 responses (16.4% response rate), was completed in Fall 2015 and presented to the SSWG in January 2016. The findings suggest there are opportunities to improve the experience of students who attend summer session, facilitate enrollment gains by initiating new programming, and potentially attract additional non- and pre- Georgia Tech students to campus for summer programs and/or courses. (The full report is available for review.) The purpose of this proposal is to formalize a plan for implementing a comprehensive summer session initiatives strategy at Georgia Tech. Specifically, it requests resources to provide central management and coordination of summer initiatives. A central summer initiatives area would allow for enhanced coordination of enrollment strategies for new, continuing and non-degree seeking students (including pre-college, transient, international, and other populations) as well as the development of programs and initiatives to improve the overall utilization of the summer term. Based on market research and student demand, we believe the potential exists to significantly increase summer enrollment with benefits of reduced time to degree, elaborated course and curricular offerings (including new minors), and concomitant revenue gains for the Institute. Current Status of Summer Session Enrollment Trends Table 1 illustrates trends in summer session undergraduate enrollment. (More data may be found in Appendix B, including graduate student enrollment). The total undergraduate enrollment in summer semester has been fairly flat over the past five years, hovering around 5,000 students, with this most recent summer (2015) having a 4-year high enrollment of 5,336 students. The slight increase has largely been due to new transfers and summer freshmen (the latter increased from 256 to 329 students). There are very few transient/special students who enroll in the summer, and the majority of students enrolled are continuing summer. It is important to note that continuing student enrollment includes students enrolled in campuses other than Atlanta (study abroad, online, etc.). Table 3 in Appendix B reflects a breakdown of enrollment by campus location.


Table 1: Undergraduate Summer Enrollment, 2008-2015

Year Total

Enrollment Summer

Freshmen Continuing Students*

New Transfer Students

Transient / Special

Students 2008 4,696 248 4,328 64 56

2009 5,182 249 4,770 72 91

2010 5,429 260 4,995 82 92

2011 5,381 265 4,932 104 80

2012 5,206 305 4,740 71 90

2013 5,136 256 4,746 65 69

2014 5,259 298 4,801 99 61

2015 5,336 329 4,838 108 61 *Includes students enrolled in a study abroad program

Summer Incentive Funding Model To incentive summer course offerings, a summer school incentive funding process was initiated in summer of 2009 to offset budget cuts and also to provide funds to the colleges to help cover expansion of summer offerings (Appendix C). In Appendix C (Schedule 1), the history of summer teaching hours generated since 2008 is shown. Only revenue above the base budget is available for incentive allocations, minus overhead coverage. The previous formula for incentive allocations is based on progress above the 2008 summer school base. The revised methodology, implemented by the Provost and currently in place, allocates funding on the basis of the teaching credit hours generated by the colleges, with all colleges receiving an equal per credit hour allocation. Summer Session Organization and Coordination Unlike many of its peer and regional selective universities, Georgia Tech has no central unit that is charged with organizing and coordinating summer session. A few examples of summer session offices/programs are listed below: UC-Irvine: http://summer.uci.edu/ UC-Berkley: http://summer.berkeley.edu/ Purdue University: http://www.purdue.edu/thinksummer/ Penn State: http://www.psu.edu/SummerSession/ UNC: http://summer.unc.edu/ Currently, the Registrar’s Office initiates a call for summer classes, including the summer freshman cohort. GTPE organizes the Summer Online Undergraduate Program (SOUP). The co-chairs of the SSWG have initiated and maintained a comprehensive summer session website (www.summer.gatech.edu), which is managed by Enrollment Services and Undergraduate Education and this year, have also worked with Undergraduate Admission and campus partners to initiate a “Summer Freshman Extended Program” for summer 2016 (http://admission.gatech.edu/content/summer-experience). Various summer camps and programs are coordinated by other units, such as CEISMC and the colleges. A centralized repository of most summer initiatives is just one possible outcome of establishing a summer session unit.


Proposal Goals and Resources Requested To improve overall utilization of summer session at Tech– including increased enrollment, programming, and operations– it is necessary for a central academic unit or office to take administrative responsibility for summer session. The goals of this area will be to:

1. Incentivize instruction and enrollment by overseeing the summer school incentive funding process as well as developing and proposing additional student incentive models and related policies and procedures that remove barriers to summer enrollment (e.g., reduced fees, tuition incentives, etc.).

2. Partner with the colleges to expand course offerings and schedules, primarily at the undergraduate level

and including online undergraduate programs; propose enrollment targets and develop a robust, long-term mechanism for determining which courses should be offered during the summer.

3. Increase utilization of campus facilities, particularly instructional space, during the summer months.

4. Enhance efforts for centralized marketing and communication of summer session—those that target

continuing students as well as other possible student markets (transients, etc.).

5. Explore innovative opportunities to enhance summer session programming, including pre-college programs; the summer freshman cohort; summer session-based curricular programs (e.g., minors or certificates that could be completed in summer); international, campus-based programs (such as Stanford’s International Honors Program); undergraduate leadership programs or academies; and other identified populations.

6. Collaborate with Student Life, Campus Services, and Atlanta-based community organizations to enrich the non-academic and co-curricular opportunities for summer school participants.

To accomplish these goals, it is proposed to invest in the development of a centralized summer session unit that will be led by a full-time director. One possible mechanism for funding this initiative would be through an overhead taken from the summer session revenue (before the incentive funding is allocated). Further, as summer session expands, it is anticipated that this investment will be recovered through cost recovery through program revenue generation and increased enrollment. Table 2 reflects the proposed budget for FY17 – FY19, with additional notes on the personal services requested following.

Table 2: Summer Session Initiatives Budget, FY17 – FY20 (updated)

SummerSessionInitiativesProposalBudget FY17 FY18 FY19 FY20 CommentPersonalServices

DirectorofSummerSessionInitiatives 88,000.00$ 88,000.00$ 88,000.00$ 88,000.00$ AcademicProfessionalpositionwithinOUE

Academic/AdministrativeProgramCoordinator 27,500.00$ 55,000.00$ -$ -$ProgramandAdministrativeSupport;AssumeHiredinFall2017;Salaryfundedbyrevenueafter2ndSummer

EnrollmentServicesSupport 25,000.00$ 50,000.00$ 75,000.00$ 75,000.00$AssumestaffinghiredinJanuary2017;StaffsupportforFinancialAidand/orRegistrar'sOffice

InternationalSummerProgramsCoordination(OIE) 25,000.00$ 50,000.00$ 25,000.00$ -$PositionhousedinOIEwith"dottedline"toSummerSessionDirector;Salaryfundedbyrevenueafter2ndSummer

DataSupport -$ 6,500.00$ 6,500.00$ 6,500.00$ 10%ofOUEData/AssessmentCoordinatorSalary(Salary:$65000)NonPersonalServices

Travel/ProfessionalDevelopment 5,000.00$ 5,000.00$ 5,000.00$ 5,000.00$ AttendNAASSRegionalandNationalConferences

SummerMarketing 50,000.00$ 50,000.00$ 50,000.00$ 50,000.00$

MSE 18,000.00$ 18,000.00$ 18,000.00$ 18,000.00$

Total 238,500.00$ 322,500.00$ 267,500.00$ 242,500.00$


Director of Summer Session Initiatives A full time director position will provide leadership and strategic coordination for Tech’s summer session. The director will be an academic professional (non tenure track) faculty position with experience in academic administration, including program and curriculum development of summer initiatives, budget and financial management, and knowledge of enrollment management within summer (or other special) sessions. The position will be housed in the Office of Undergraduate Education (OUE), reporting to the AVPUE, and expected to collaborate closely and work in alignment with Enrollment Services and GTPE. Program Coordination/Administrative Support To plan and implement pre-college, leadership, and other programs, the director will need administrative and program coordination support. This professional will be a masters-level position with extensive background in program development, planning, implementation, and assessment. It is anticipated that this position will be fully funded through program revenue by the third summer or when summer enrollment has increased by 20% over current level Enrollment Services Support As we increase enrollment in summer session, the offices of Financial Aid and Registrar need funding to scale up efforts to best serve the students and faculty to ensure we still deliver excellent service to the incoming freshmen, continuing students, and other populations of students whose needs are often more complex and that largely saturate the existing capacity. Future growth in summer session will necessitate sustained scaling of such investment in order for us to achieve our enrollment growth goals. International Summer Programs Support A position will be created within the Office of International Education (OIE) with a secondary reporting line to the Director of Summer Sessions Initiatives. This position will focus on developing programs that target international cohorts of students (either pre-college or transient students) and involve Tech as a study abroad destination campus.


Appendix A: Summer Semester Working Group as of April 2016 Sandi Bramblett, Executive Director of IRP/Decision Support Services* Jonathan Clarke, Associate Dean, Scheller College of Business David Collard, Associate Dean, College of Science Robert Foy, Director, Academic & Research Finance* Steven Girardot, Associate Vice Provost for Undergraduate Education# Charles Isbell, Senior Associate Dean, College of Computing Jim Kirk, Executive Director, Institutional Budget Planning* Paul Kohn, Vice Provost for Enrollment Services#

John Leonard, Associate Dean, College of Engineering Leo Mark, Associate Dean, Professional Education Catherine Murray-Rust, Dean of the Library and Vice Provost for Academic Effectiveness Reta Pikowsky, Registrar John Tone, Associate Dean of Ivan Allen College Doug Williams, Senior Associate Chair, School of Electrical and Computer Engineering (*ex officio member #co-chair)


Appendix B: Additional Summer Session Enrollment Data from IRP

Table 3: Continuing U/G Student Enrollment (Excluding Summer Freshmen & New Transfers)

2009 2010 2011 2012 2013 2014 2015

Total Enrollment 4,770 4,995 4,932 4,740 4,746 4,801 4,838

Session1

Early 1,135 1,000 965 874 765 769 722

Late 499 555 638 630 572 627 664

Full 4,448 4,729 4,581 4,505 4,467 4,519 4,519

College 4,770 4,995 4,932 4,740 4,746 4,801 4,838

College of Architecture 194 184 164 133 103 74 93

College of Business 570 564 566 473 476 471 408

College of Computing 288 359 340 336 376 422 453

College of Engineering 2,919 3,038 3,035 3,087 3,164 3,267 3,344

College of Sciences 402 473 468 408 348 349 322

Ivan Allen College 397 376 359 303 279 206 209

College of Registrar 0 1 0 0 0 12 9

Class Standing 4,770 4,995 4,932 4,740 4,746 4,801 4,838

Freshman 204 174 183 132 98 86 70

Sophomore 1,132 1,196 1,166 1,076 1,098 1,032 1,025

Junior 1,481 1,546 1,601 1,479 1,485 1,604 1,573

Senior+2 1,953 2,079 1,982 2,053 2,065 2,079 2,170

Full-Time/Part-Time 4,770 4,995 4,932 4,740 4,746 4,801 4,838

FT (≥12 hours) 1,108 1,214 1,215 1,156 1,244 1,303 1,373

PT (<12 hours) 3,662 3,781 3,717 3,584 3,502 3,498 3,465

Campus 4,770 4,995 4,932 4,740 4,746 4,801 4,838

Abroad/Exchange/Lorraine 631 695 726 783 808 867 939

Atlanta 4,085 4,262 4,169 3,918 3,851 3,764 3,565

Distance/Video 1 1 1 1 0 1 1

GTREP 36 16 16 0 0 0 0

SOUP3 0 0 0 0 87 169 333

Savannah 17 21 20 38 0 0 0

1. Due to concurrent enrollment in one or more sessions, total won’t equal overall continuing undergraduate student enrollment.

2. Includes special undergraduate students. 3. Courses with a section code of "QUP".


Table 4: Graduate Student Summer Semester Enrollment

Year Campus

Total Enrollme

nt

First Time

Graduate Students

Continuing

Students PE

Students

Prior Graduate Studies / Non-GT

Transient / Special Students

2008 Total Enrollment 3,405 106 3,233 2 26 38 Abroad/Exchange/Lorraine 137 9 123 0 2 3 Atlanta 2,961 86 2,822 2 18 33 Distance/Video 214 10 197 0 5 2 MBA Evening Program 60 0 60 0 0 0 Savannah 33 1 31 0 1 0







2014 Total Enrollment 4,136 329 3,721 0 51 35 Abroad/Exchange/Lorraine 97 1 96 0 0 0 Atlanta 2,903 38 2,851 0 8 6 Distance/Video 362 46 284 0 3 29 MBA Evening Program 278 0 278 0 0 0 Online 496 244 212 0 40 0

2015 Total Enrollment 5,126 63 5,009 0 17 37 Abroad/Exchange/Lorraine 86 0 86 0 0 0 Atlanta 2,974 33 2,926 0 6 9 Distance/Video 304 6 267 0 3 28 MBA Evening Program 262 0 262 0 0 0 Online 1,500 24 1,468 0 8 0


Table 5: Top 10 Courses for Continuing Undergraduates by Enrollment

Summer 2013 Course Number Title Students Credit Hours

1 MSE 2001 Prin&Appl-Engr Materials 338 1014 2 COE 2001 Statics 262 524 3 HPS 1040 Health 244 488 4 ISYE 3025 Engineering Economy 234 234 5 COA 2242 History of Art II 233 699 6 MATH 2403 Differential Equations 222 888 7 GTL 2000 Ga Tech Lorraine Seminar 218 218 8 ISYE 3770 Statistics& Applications 211 633 9 CS 1371 Computing for Engineers 199 597 10 MATH 2401 Calculus III 186 744


1 MSE 2001 Prin&Appl-Engr Materials 321 963 2 COA 2242 History of Art II 278 834 3 APPH 1040 Sci Foundation of Health 249 498 4 GTL 2000 Ga Tech Lorraine Seminar 238 238 5 COE 2001 Statics 231 462 6 ECE 3710 Circuits & Electronics 230 460 7 MATH 2403 Differential Equations 183 732 8 MUSI 4813 Special Topics 161 483 9 MATH 2401 Calculus III 158 632 10 COE 3001 Deformable Bodies 154 462


1 MSE 2001 Prin&Appl-Engr Materials 323 969 2 COA 2242 History of Art II 314 942 3 COE 2001 Statics 260 520 4 GTL 2000 Ga Tech Lorraine Seminar 245 245 5 APPH 1040 Sci Foundation of Health 217 434 6 ECE 3710 Circuits & Electronics 181 362 7 ISYE 3770 Statistics& Applications 174 522 8 MUSI 3610 Composers 1500-1800 164 328 9 MUSI 3801 Special Topics 164 164 10 ID 2202 Hist-Modern Indust Dsgn 160 480

Excludes first-time freshmen and transfer students. Includes D/F/W students in enrollment count.


Appendix C: Summer Teaching Hours History- 2008-2014

Schedule1

GeorgiaInstituteofTechnology

SummerRegularTeachingCreditHourHistory

SummerSemester2008-2014

RegularTeachingHours

(SummerIncentiveBase)

College

2008

(BaseYear) 2009 2010 2011 2012 2013 2014

Change

(08-14)

Change

(13-14)

Architecture 226 934 1,839 2,167 2,518 2,220 2,230 2,004 10

Computing 2,861 2,880 3,493 3,415 3,970 4,229 4,565 1,704 336

Engineering 12,622 14,631 13,724 14,328 13,880 13,990 13,359 737 (631)

IvanAllen 5,570 7,659 7,704 6,398 6,081 5,387 4,872 (698) (515)

Business 3,016 3,774 4,337 4,594 4,011 3,987 4,022 1,006 35

Sciences 9,907 9,594 10,647 10,767 9,494 8,782 8,506 (1,401) (276)

Sub-total 34,202 39,472 41,744 41,669 39,954 38,595 37,554 3,352 (1,041)

Registrar 155 197 182 152 285 172 187 32 15

Total 34,357 39,669 41,926 41,821 40,239 38,767 37,741 3,384 (1,026)

%Increase/(Decrease) 10% -2.6%

__________________________________________________________________________________________

IncentiveAllocationProcess–Summer2014(FY2015)

Schedule2

College

Summer2013

Incentive

Allocation

(ForInfoOnly)

2013

Regular

Teaching

Hours(a)

2014Regular

Teaching

Hours(a)

%ofTotal

Summer

Teaching

CreditHours

Summer2014

Incentive

Allocation

(Rounded)

OctoberBA

Architecture $220,400 2,220 2,230 5.9% $233,600

Computing $419,800 4,229 4,565 12.2% $478,100

Engineering $1,388,900 13,990 13,359 35.6% $1,399,200

IvanAllen $534,800 5,387 4,872 13.0% $510,300

Business $395,800 3,987 4,022 10.7% $421,300

Sciences $871,800 8,782 8,506 22.7% $890,900

Total $3,831,500 38,595 37,554 100.0% $3,933,400

AllocationPerCreditHour (b) $104.74

NOTES:

(a)SummerIncentiveRegularTeachinghoursexcludeshoursassociatedwithStudiesAbroad,OMSCS,Thesis,

Dissertation,SpecialProblems,Research/TeachingAssistantships,andUndergraduateResearchasprovidedbythe

OfficeofInstitutionalResearchandPlanning.

-Hoursdeliveredbyrespectivecollegesandnotassociatedwithstudents'majors.

-"Registrarhours"notassociatedwithaspecificcollegeareomitted.

(b)$104.74allocation/credithour=summer'13allocationpercredithourof$99.28,adjustedforaveragetuition

increaseof5.5%forsummer'14

24

B. Proposal Brief (September 15, 2017)

Date: September 15, 2017 To: Rafael Bras, Provost and Executive Vice President for Academic Affairs

Cc: Colin Potts, Vice Provost for Undergraduate Education Steven P. Girardot, Associate Vice Provost for Undergraduate Education Paul Kohn, Vice Provost for Enrollment Services Jennifer Herazy, Associate Provost for Operations

James Kirk, Executive Director, Institutional Budget Planning Robert Foy, Senior Director Finance Support Team

From: De Morris Walker, Director of Summer Session Initiatives Re: Recommendations for Summer Session Undergraduate Enrollment Growth Plan In response to the charge to increase undergraduate summer session enrollment by 48% to a total of 7,750 students, which would represent approximately 50% Fall undergraduate enrollment, the attached Summer Session Initiatives Growth Plan outlines multiple strategies for Georgia Tech to accomplish this growth goal over a three-year period (2018-2020). This growth plan grew out of the previous work and efforts of the Summer Semester Working Group (SSWG) that began in 2013, examining the needs, opportunities and challenges for managing and enhancing summer session at Tech. From the SSWG’s work, the Summer Session Initiatives (SSI) unit was created and a Director was selected in late Fall 2016 to lead the unit. The Director began in mid-January 2017, continuing the research initiated by the SSWG on how to grow undergraduate enrollment in Tech’s summer session. This investigation employed a variety of methods for researching summer session best practices, which included: studying the 2015 Summer Market Research Report; reviewing Institutional Research and Planning reports; benchmarking peer institution; and reviewing research literature; and surveying current Tech students. This plan is also informed by many meetings and consultations the SSI Director had with individuals and groups representing various summer session stakeholders - Enrollment Services, Student Life, Housing and Residential Services, Office of Budget and Planning, Office of Undergraduate Education, Bursar, GT Professional Education, and OMED: Educational Services; and CEISMIC - and the academic leadership from each College. The recommended strategies that emerged from this research endeavor are organized into three objectives that will enable the enrollment goal to be achieved. These objectives are: 1) opportunities to enhance the summer course offerings, programs and experiences; 2) incentives for students that reduce barriers to enrolling in summer session; and 3) options to encourage greater participation in summer session among the Colleges. Each strategy provides a brief description; lists the ideal student market segment; indicates a priority level; identifies resources (if required), and collaborators. There are several incentive based strategies that require immediate consideration due to timely planning, coordination or financial resource needs required to ensure a successful implementation for making progress in summer 2018 summer. These strategies include:

- Change Summer Tuition Model to Per Credit Hour Fee Basis (below 7 hours) - Resolve Campus Billing Code Issue to Enable Enrollment Options

Summer Session Initiatives Undergraduate Enrollment Growth Plan 2018-2020 2

- Discount On-Campus Housing in Summer for GT Students - Establish a Funded Summer On-Campus Internship Program - Provide Funding to offer a Provost Course Guarantee Program - Fund an Innovative Course Development Grant Initiative

In the document attached, you will find a comprehensive plan that leverages Tech’s resources and strengths, engages and involves a variety of campus stakeholders, enable each college to participate in accordance with their capacity, and most importantly promotes student success. Although the plan’s growth targets are aggressive, they are achievable, but will require significant planning, coordination and investment to develop and nurture the growth desired.


Summer Session Initiatives Undergraduate Enrollment Growth Plan 2018-2020 Background In 2013, a Summer Semester Working Group (SSWG) was charged by the Provost’s Office with developing recommendations for the management, approach, and revenue allocation for summer semester. The working group, co-chaired by Dr. Steven Girardot, Associate Vice Provost for Undergraduate Education, and Dr. Paul Kohn, Vice Provost for Enrollment Services and included faculty from all six colleges as well as other administrators. After completing its research, benchmarking, and planning, the working group recommended the establishment of a specific unit to cultivate a more vibrant summer experience at Tech. Because of the emphasis on undergraduate education and supporting strategic degree completion efforts, the area was positioned within the Office of Undergraduate Education reporting to the Associate Vice Provost. In Fall 2016, after a national search, Dr. De Morris Walker was hired as the inaugural Director of Summer Session Initiatives (SSI). To improve overall utilization of summer session at Tech, the established goals for SSI are to: 1. Incentivize instruction and enrollment by overseeing the summer school incentive funding process as

well as developing and proposing additional student incentive models and related policies and procedures that remove barriers to summer enrollment (e.g., reduced fees, tuition incentives, etc.).

2. Partner with the colleges to expand course offerings and schedules, primarily at the undergraduate

level and including online undergraduate programs; propose enrollment targets and develop a robust, long- term mechanism for determining which courses should be offered during the summer.

3. Increase utilization of campus facilities, particularly instructional space, during the summer months. 4. Enhance efforts for centralized marketing and communication of summer session—those that target

continuing students as well as other possible student markets (transients, etc.). 5. Explore innovative opportunities to enhance summer session programming, including pre-college

programs; the summer freshman cohort; summer session-based curricular programs (e.g., minors or certificates that could be completed in summer); international, campus-based programs; undergraduate leadership programs or academies; and other identified populations.

6. Collaborate with Student Life, Campus Services, and Atlanta-based community organizations to

enrich the non-academic and co-curricular opportunities for summer school participants. (Source: Summer initiatives Proposal - April 2016)


Summer Session Undergraduate Enrollment Growth Plan 2018-2020 Summer Session Enrollment Trend

Between Summer 2013-2017, an average of 5,250 undergraduates attended Tech’s summer session. This proposal assumes that the trend of 5,250 students will remain the baseline for undergraduate summer session enrollment. SSI marketing and communication initiatives will focus on promoting general enrollment in summer to maintain this baseline figure. Therefore, the strategies described in this document outline various opportunities for growth by targeting a variety of student segments. Each strategy provides year to year summer enrollment growth goals to illustrate how the target total enrollment goal of 7,750 undergraduates can be accomplished. Goal: Increase undergraduate summer session enrollment by 2,500 (48%) students to reach a total of 7,750 undergraduates attending Tech summer session over three-years (2018-2020) Objectives:

1. Enhance Summer Courses, Programs and Experiences for new, returning and visiting college students.

2. Develop Student Incentives to promote greater interest in summer session and eliminate barriers to summer enrollment.

3. Create incentives to promote increased college participation in summer by offering additional courses, programs and opportunities to grow student enrollment.

Objective 1: Enhance Summer Courses, Programs and Experiences Recommended Summer Enrollment Strategies a. iGniTe LLC: Currently, Tech enrolls approximately 300 freshmen summer admits who begin their

college career during the late summer session. iGniTe LLC is a rebranding of the summer freshman experience that will provide students an enhanced summer experience. This living learning community will offer participants three themed tracks including Innovation, Leadership and Pre-Health. In additional to serving students admitted for the summer term, all Fall admitted students will be invited to enroll in the iGniTe LLC. The anticipated growth of the cohort will be an additional 100 freshman students each summer. The iGniTe LLC is not designed to increase the overall number of freshmen admitted to GT each year. However, this effort aims to grow the summer first-year cohort by drawing additional participants from the pool of Fall admitted students.

Target Market: New Freshman Admits

3-Year Enrollment Goals:

Fr. Admits 2017 2018 2019 2020 Summer Admits 300 300 300 300

Fall Admits Opting In 100 200 300

Total 300 400 500 600


Implementation Timeline: Aug. 2017 (marketing)

Resources: $200 program fee for each participant

Collaborators: Enrollment Services, Student Life, Housing & Residential Life, Center for Academic Enrichment, Center for Serve, Learn and Sustain, OMED: Educational Services, College of Design, Ivan Allen College of Liberal Arts, and College of Sciences.

b. Summer Minors/Certificates: Offer minor completion courses for impacted/high demand programs.

Potential options include Computing & Intelligence, Economics, Spanish, and Industrial Design. Colleges can propose to create a summer schedule that allows a minor to be completed over the summer terms or offer key/high demand courses that will enable students to matriculate toward completing the minor sequence. Target Market: Sophomores, Juniors and Seniors 3-Year Enrollment Goals: 2018 2019 2020

Students 80 160 200

Implementation Timeline: Oct. 2017 (marketing)

Resources: N/A

Collaborators: College of Design, College of Computing and Ivan Allen College of Liberal Arts

c. Complete College Georgia: In support of GT's Complete College Georgia efforts, this summer

initiative aims to increase the number of students who successfully complete their degrees and potentially reducing time to degree. The summer CCG will focus on several student segments: at-risk seniors close to graduating; programs with high demand and critical bottleneck courses; and courses with low success rates. Target Market: Sophomores, Juniors and Seniors 3-Year Enrollment Goals: 2018 2019 2020

Students 150 325 500

Implementation Timeline: Sept./Oct. 2017 (course needs analysis)

Resources: N/A

Collaborators: Complete College Georgia-GT, Registrar, and Academic Advisors


d. TECHsplore Summer: This short-term study program at Tech that is designed for groups (10-25) of upper division undergraduates from abroad. Student will be offered the opportunity to enroll in theme based programs (e.g. ID, Business, IYSE) during late summer session.

Target Market: Int’l rising Juniors and Seniors 3-Year Enrollment Goals: 2018 2019 2020

Students 50 120 200

Implementation Timeline: Oct. 2017 (marketing)

Resources: program funding generated from participant program fees

Collaborators: Office of International Education, Admissions, College of Design, Ivan Allen College of Liberal Arts, and Scheller College of Business.

e. TECHsperience: Market signature GT courses to potential Non-Degree Seeking students who may reside the Metro-Atlanta area during summer. Students targeted will include former GT applicants with Metro-Atlanta home addresses. Courses to consider will provide students with opportunities that may not be available at their home institution. SSI in consultation with each College will develop a recommended course list for potential transient students.

Target Market: Transient Sophomores, Juniors and Seniors 3-Year Enrollment Goals: 2018 2019 2020

Students 80 230 325

Implementation Timeline: Oct. 2017 (obtain data file for target market)

Resources: N/A

Collaborators: Admissions, Registrar, and all Colleges


f. General Summer Session Growth with Tuition Model Change: If a per credit hour tuition model for taking less than seven hours is adopted as recommended under the student incentives category, Objective 2, student enrollment in summer session is expected to increase. The per credit hour tuition model would significantly reduce the cost barrier for the range of undergraduates needing or interested in taking one summer session course. Target Market: All GT Undergraduates 3-Year Enrollment Goals: 2018 2019 2020

Students 220 450 975

Implementation Timeline: effective May 2018

Resources: N/A

Collaborators: Admissions, Registrar, Financial Aid, Bursar, and Office of Budget and Planning


Projected Undergraduate Summer Enrollment Summary Table1: Undergraduate Summer Enrollment 3-Years

Strategy Student Market 2013-17

Avg. 2018 2019 2020 a. iGniTe LLC Fr. 100 200 300 b. Summer Minors/Certificates So., Jr., Sr. 80 160 200 c. Complete College Georgia So., Jr., Sr. 150 325 500 d. TECHsplore Summer Non-GT.- Int'l 50 120 200 e. TECHsperience Non-GT- Jr., Sr. 80 230 325 f. General Summer Session Growth w/Tuition Model Change So., Jr., Sr., NR, Int'l

220 450 975 Annual Projected Enrollment Increase 680 1,485 2,500 Total Projected Enrollment (includes SS 5yr. Avg. Undergrad. Enrollment 5,250) 5,250 5,930 6,735 7,750 Yearly Growth Rate 13% 14% 15%

39%

20%

13%

12%

8%

8%

SummerSessionInitiativesUndergraduateEnrollmentTotalGrowthPercentages

(Summer,2020)

GeneralSummerSessionGrowthw/TuitionModelChange

CompleteCollegeGeorgia

TECHsperience

iGniTeLLC

SummerMinors/Certificates

TECHsploreSummer


Objective 2: Develop Student Incentives to Promote Enrollment Recommended Strategies for Increasing Student Summer Session Demand: a. Summer Tuition Model: The 2015 marketing study and 2017 student survey revealed that students

would more likely take summer courses if we offered per credit hour tuition model. This would allow students to pay for the credits for courses taken. Thus, students needing only one course will no longer pay the price for two. The proposed new rate for Summer 2018 will be $417 per credit hour for in-state students and $1,275 per credit hour for non-resident students. These rates were determined by taking the average credit hours taken by students during the Fall and Spring terms and divided by the current rate as illustrated below.

Avg. Credits for Fall and Spring 12 credits Fall & Spring Tuition for over 6 credits = $5,004 (In-state)/$15,302 (Non-resident)

Proposed Summer Per Credit Hour Rate Resident Non-Resident 2017/2018 Tuition $5,004.00 $15,302.00 Tuition/Avg. Credit Hours $417.00 $1,275.00

Students pay per credit hour rate for course loads between (0 – 6) credits as listed below. Students enrolled in more than 6 credits will continue to pay the fixed flat rate $5,004 (resident) and $15,302 (nonresident). This fixed rate will ensure that students enrolled in full loads due to their Co-Op or intern experience will not be charged more for tuition.

Credit Hours Resident Nonresidents

1 $417 $1,275 2 $834 $2,550 3 $1,251 $3,825 4 $1,668 $5,100 5 $2,085 $6,375 6

7+ $2,502 $5,004

$7,650 $15,302

Priority: High

Implementation Timeline: Sept. 2017 (determination to be effective Summer 2018)

Approval/Support Needed: Provost Office

Resources: N/A

Collaborators: Admissions, Registrar, Financial Aid, Bursar, and Office of Budget and Planning

Note: Negative Implication for Financial Aid - A change in the tuition model for only one term will disrupt the financial aid packaging process. The financial aid system used for preparing aid


packages cannot be programmed for more than one tuition model. If there are two tuition models used for different terms, then the term not programmed will have to be processed manually. Therefore, it is recommended that any change in the tuition model for any term should also be applied to all terms for consistency, which would allow for a single financial aid processing and packaging method.

b. Campus Code Billing Resolution: Coordinate with appropriate departments to resolve the billing

coding issue that limits a student’s ability to create class schedules and plans that meet their academic needs and interests. The issue impacts many types of students such as students that could benefit from having a blended schedule that include taking on-campus and online courses during a summer term. Students also enrolled in academic enrichment experiences (Study Abroad, Internships and Co-Op) during the summer with time and interest in adding an evening class or online course are unable to do so. In some cases, there are manual override solutions to allow the student to take the courses needed, however, the manual process is only done on a case by case basis due to staffing resources required to manage the enrollment and billing process. Once resolved, many students will have the ability to build academic schedules that meet their interests and needs in addition to improving a student’s time to degree. Priority: High

Implementation Timeline: Oct. 2017 (planning to be effective Summer 2018)


Resources: N/A

Collaborators: Registrar and Bursar

c. On-Campus Housing Discount: Work with housing to determine if on campus housing can be

discounted. The 2015 marketing study indicated that summer housing cost was a barrier for attending summer school. We hope to be able to offer a discount for housing that would encourage additional students (first-year and second year) to remain at Tech for a summer. Priority: High

Implementation Timeline: Oct./Nov. 2017 (planning to be effective Summer 2018)


Resources: N/A

Collaborators: Campus Services and Provost Office

d. Transient Application Procedures: Collaborate with the Office of Undergraduate Admission to

determine if there are options for streamlining the application process for non-degree seeking students who wish to enroll in GT summer courses.

Priority: Medium

Implementation Timeline: Oct./Nov. 2017 (assessment and planning)

Resources: N/A


Collaborators: Undergraduate Admission and Registrar

e. Summer Undergraduate Research Opportunities: Partner with Center for Academic Enrichment to identify and promote summer on-campus research opportunities for undergraduates.

Priority: Medium

Implementation Timeline: Nov. 2018 (planning)

Resources: N/A

Collaborators: Center for Academic Enrichment and all Colleges

f. Summer On-Campus Internship and Co-Op opportunities: As a measure to offer additional financial

support to students, develop an on-campus internship program for undergraduate students attending summer session (modeled after Clemson University’s UPIC program - https://career.sites.clemson.edu/internship_programs/UPIC_program/) that enable students to gain professional experience. Sponsoring on-campus department or GT affiliated units will be guided in developing position that would appeal to students’ career interests. Additionally, campus departments that host a student will only be required to pay 50% of the student’ salary and the balance will be paid by through an internship fund.

Priority: Medium

Implementation Timeline: Nov. 2017 (planning)

Approval/Support: Provost Office

Resources: $200k

Collaborators: (potential managing units) Financial Aid and C2D2

Objective 3: Proposed Academic Incentive Strategies

Recommended Strategies for Increasing College Participation in Summer Session:

a. Provost Course Guarantee: Provide “guaranteed” financial support to Colleges for offering needed undergraduate courses that will help students to complete their degrees on-time. Colleges will offer select courses either at the request of the Summer Session unit or proposed by the College.

Possible guaranteed course proposal types:

- High Demand/Bottlenecks/Challenging Courses - Impacted Minors/Certificates - 3 year degrees

Priority: High

Implementation Timeline: Nov. 2017 (policy development)


Resources: $180k-$200k (estimate $30k+ per College)


Collaborators: SSI Advisory Committee, Registrar, and Budget and Planning b. Innovative Course Development Grants:

Through an RFP process, award mini-grants to faculty for the creation of summer courses that offer unique or in-depth educational experiences during the summer. One model would be to provide three levels of funding ($2,500 - $25,000) for various types of courses or programs propose. Possible awards:

• Smaller awards of $2,500-$9,999 would be considered to support the development of individual innovative courses with strong experiential components.

• Medium sized awards of $10,000-$24,999 would be reserved for innovative summer courses

or programs with preference given to experiential programs which feature up to six hours of credit.

• Large awards of $25,000 would be reserved for summer only certificates or minors that

would feature at least 9 hours of credit. Priority: Medium

Implementation Timeline: Dec. 2017 (RFP guidelines developed)


Resources: $200k-$250k

Collaborators: SSI Advisory Committee and Budget and Planning


c. Increase Summer Incentive Allocation: This recommendation demonstrates three options to further incentivize College participation in summer session by increasing the incentive fund amount. Option I uses the current distribution (Model I) that shows what the incentive allocation would be if the distribution funds were increased, thus raising per credit hour allocation. Option II demonstrates the incentive allocation using a new distribution formula (Model II) that is based average instructional cost and average class size. Option III combines Model I and adds an incremental incentive amount using Model II.

Current Summer Incentive Allocation (Model I)

The current Summer Incentive Allocation (Model I) allocates funding based on the teaching credit hours generated by the colleges, with all colleges receiving an equal per credit hour allocation.

Model 1: Current Model with 2016 Distribution Data

College

2016 Regular

Teaching Hours (a)

% of Total Summer

Teaching Credit Hours

Summer 2016 Incentive Allocation (Rounded)

Computing 4,707 13.6% $575,000 Design 1,791 5.2% $218,800 Engineering 11,464 33.1% $1,400,400 Ivan Allen 5,008 14.5% $611,800 Scheller Business 3,636 10.5% $444,200 Sciences 8,014 23.1% $979,000 Total 34,620 100.0% $4,229,200 Allocation Per Credit Hour

$122.16

Option I: Model I with an Increased Incentive Allocation Amount

The following allocation example, using 2016 teaching credit hours illustrates the incentive distribution amounts if total allocation was hypothetically by increased by $1million to $5,229,200 ($4,229,200 +$1m). This increases the allocation per credit hour to $151.05.

Model I + Increased Incentive Allocation Amount

College

2016 Regular

Teaching Hours (a)

% of Total Summer

Teaching Credit Hours

Additional Incentive Allocation (Rounded)

Computing 4,707 13.6% $711,000 Design 1,791 5.2% $270,500 Engineering 11,464 33.1% $1,731,600 Ivan Allen 5,008 14.5% $756,400 Scheller Business 3,636 10.5% $549,200 Sciences 8,014 23.1% $1,210,500 Total 34,620 100.0% $5,229,200 Allocation Per Credit Hour

$151.05


Option II: Model II – New Summer Incentive Allocation Formula

Offer a Summer incentive using a new allocation formula (Model II) that is also based on the teaching credit hours generated by each college and factors in the instructional cost for each college in determining the per credit hour allocation. This formula uses an average class size of 28 students for all colleges.

Model II Formula (college per credit rate):

Average AY Faculty Salary (Tenure &Tenured Tracked) = College per

credit hr. rate (9mos. x 3 Credits x Avg. Enrollment)

Model II New Formula Incentive Allocation Amounts

College Avg.

Salary Adjusted

Avg. Salary1 Avg.

Class size

Per Credit Hour

Rate (A)

Regular Teaching

Hours, 2016 (B)

Incentive Allocation - Per Credit

Hour Rate x Regular

Teaching Hours (A x B)

Computing 157,384 140,206 28 185 4,707 $872,952 Design 110,756 102,332 28 135 1,791 $242,429 Engineering 138,961 130,152 28 172 11,464 $1,973,634 Ivan Allen 104,940 102,343 28 135 5,008 $677,952 Scheller Business 191,435 185,638 28 246 3,636 $892,829 Sciences 123,096 116,474 28 154 8,014 $1,230,294 Total

34,620 $5,890,090

Note: This model is not recommended by the Office of Budget and Planning at this time. This option is included to help demonstrate what the results would be when using a formula that considers each College institutional costs. However, the Office of Budget and Planning is interested in a trial and evaluation of this model by applying the formula to an additional incentive to determine an incremental incentive amount that would be added to the incentive allocation using the current formula. This is shown in the next option – Option III.


Option III: Incentive Allocation combining Model I and Model II Formula to add an Incremental Incentive The recommendation involves continuing the use Model I for a base incentive amount and providing an additional incremental incentive using Model II. The Model II formula is used to determine a percentage rate for each College that will be applied to the incremental amount and added to the incentive distribution using Model I. Using teaching credit hours from 2016, the following chart illustrates the distribution each College would receive.

Model II Formula - Incremental Incentive Percentages

College

Model II Per Credit Hour Rate x Regular Teaching Hours

% of Total (Per credit hour rate x

per Regular Teaching Hours

Computing $872,952 15%

Design $242,429 4%

Engineering $1,973,634 34%

Ivan Allen $677,952 12%

Scheller Business $892,829 15%

Sciences $1,230,294 21%

Total $5,890,090 100%

Option III: Model I and Model II Combined with Incremental Incentive - $1M

College

Current Model (Model I)

Incremental Incentive

Total Allocation

Computing $575,000 $148,207 $723,207 Design $218,800 $41,159 $259,959 Engineering $1,400,400 $335,077 $1,735,477 Ivan Allen $611,800 $115,100 $726,900 Scheller Business $444,200 $151,581 $595,782 Sciences $979,000 $208,875 $1,187,875 Total $4,229,200 $1,000,000 $5,229,200

These Percentages will be used to allocate incremental incentive money.


Incentive Options Compared: Model I (current), Model I + $1M, Model II, and Blended Model I+II

College Model I (2016) Option I:

Model I (+$1 M) Option II: Model II

Option III: Model I and

Model II (+$1M)

Computing $575,000 $711,000 $872,952 $723,207 Design $218,800 $270,500 $242,429 $259,959 Engineering $1,400,400 $1,731,600 $1,973,634 $1,735,477 Ivan Allen $611,800 $756,400 $677,952 $726,900 Scheller Business $444,200 $549,200 $892,829 $595,782 Sciences $979,000 $1,210,500 $1,230,294 $1,187,875 Total $4,229,200 $5,229,200 $5,890,090 $5,229,200

25

C. Financial Analysis (Budget & Planning)

Draft11/2/17

1GTBudgetOffice

SummerSchoolInitiativesProposal

PreliminaryFiscalAnalysis

SummerSchoolFundingBasics

Revenue(Summer2017)

Tuition:SummerA(“old”FY)@60% $18,543,646SummerB(“new”FY)@40% 12,375,673TotalSummer2017TuitionRevenue $30,919,319

SpecialInstitutionalFee(bothFY’s) $4,024,940

TotalSummerRI/GenOpsTuitionandSIF $34,944,259

CurrentInvestments(Fiscal2018):

ProvostOfficeOperatingBudget $322,500CoststoCollegesforInstruction(notyetknown) N/AIncentiveAllocationstoColleges@$125/teachinghour $4,207,700TotalInvestments $4,530,200

OverallEnrollmentandTuitionProjections–AllSummerSchoolEnhancements

UndergraduateIncrementalEnrollmentProjections(perProvost’sOffice):

2018Low-75% Mid-100% High-125%

EnrollmentProjectionsLivingLearningCommunity Resident 75 100 125SummerMinors/Certificates Resident 36 48 60SummerMinors/Certificates NonResident 24 32 40CompleteCollegeGA Resident 68 90 113CompleteCollegeGA NonResident 45 60 75TECHsploreSummer NonResident - - -TECHsperience Resident 60 80 100GeneralSummerGrowth Resident 99 132 165GeneralSummerGrowth NonResident 66 88 110

ProjectedEnrollmentGrowth 473 630 788

Resident 71% 338 450 563Non-Resident 29% 135 180 225

Draft11/2/17

2GTBudgetOffice

IncrementalRevenueProjectionsFiscal2018through2020(seeappendixfordetails):

TuitionandSpecialInstitutionalFees:

ChangestoSummerTuitionBillingModel

• Recommendation:Proceedwithchangestoconverttoapercredithourtuitionmodelto

incentivizestudentswishingtotakefewerthansixhourstoattendsummerschool.• GTAuthority:PertheBursar’sOfficeGeorgiaTechcanimplementthischangewithoutBOR

concurrencefollowingapprovalbytheELT.• OtherSchools:thepercredithourmethodologyfollowedsuccessfullybyUGAandGSU• RiskLevel:2outof3;dependentonadditionalstudentstomakeupforthelossofrevenue

fromstudentstaking3hourswhointhepasthadtosignupfor6hours• Analysis:minimumnumberofnewstudentstoachievebreakevenrevenuestatusunder

studyRecommendedAdditionalFundingtoImplementSummerSchoolInitiatives

ProposedAnnualAllocations:-CourseGuarantee $150,000-InnovativeCourseDevelopmentGrants 150,000-SummerSchoolIncentiveBonusFunding* 590,000TotalOne-TimeAnnualAllocation $890,000

*Actualbonusfundingallocatedwouldvaryaccordingtothegrowthofcredithours.

Mid-PointofEnrollmentEstimatesFiscal2018 Fiscal2019 Fiscal2020

Tuition:SummerMinors/Certificates 456,160 912,320 1,397,850CompleteCollegeGeorgia 513,180 1,111,890 1,710,600OtherPrograms 350,280 1,361,955 2,534,355GeneralSummerGrowth 501,776 1,026,360 2,223,780

TotalProjectedIncrementalTuition 1,821,396 4,412,525 7,866,585

ProjectedIncrementalSpecialInstitutionalFee 261,120 586,484 962,880

TotalProjectedIncrementalTuition 2,082,516 4,999,009 8,829,465

Draft11/2/17

3GTBudgetOffice

NOTES:• Provideanannualincremental$890,000fromone-timesources,onathree-yearpilotbasis.• Theadditionalincentivefundingforthecollegeswouldbecontingentuponanincreaseinteaching

credithours.• Allfundswouldbebudgetedincentralreservesandthentappedonanas-requiredbasis.• TheCourseGuaranteeandInnovativeCourseDevelopmentGrantfundingwouldbedistributedat

thediscretionoftheProvost’sOffice.IncentiveBonusProposal:• Thecurrentincentivefundingmethodologywouldremaininplaceforsummer2018,with

the$125rateadjusteduptoforthetuitionincreaseinFiscal2018andthesubsequenttwoyears.

• Theincentivebonusfundingwouldbeallocatedtocollegesonthebasisofteachingcredithoursgeneratedbythecollegesinexcessofthesummer2017teachinghoursbase.

• The“bonusrate”wouldbe$175perteachinghour,whichis40%higherthanthecurrentrate.

• Theexamplebelowshowstheimpactofthebonusfundingifallcollegesexceededtheirsummer2017teachinghoursby10%.

• Theincreaseintuitioncredithourwellexceedsthe$175rate:$417undergraduaterevenueforresidentsand$1,275fornon-residents,topermitallocationsabovethe10%.

GeorgiaInstituteofTechnologyProposedBonusSummerSchoolIncentiveComputationBasedonIncrementalFundingAllocations@$175forTeachingHoursExceedingSummer2017November2,2017

College

2017RegularTeachingHours(a)

%ofTotalSummerTeachingHours

BaseSummer2018Incentive

Allocation

EstimateofSummer'18Increm.(10%)TeachingHours

IncrementalAllocationsto

Colleges@$175"BonusRate"(c)

TotalEstimateofAllocationsto

CollegesComputing 4,300 12.7% $535,800 430 $75,300 $611,100Design 2,215 6.6% $276,000 222 $38,800 $314,800Engineering 11,228 33.2% $1,399,000 1,123 $196,500 $1,595,500IvanAllen 4,871 14.4% $606,900 487 $85,200 $692,100SchellerBusiness 3,591 10.6% $447,500 359 $62,800 $510,300Sciences 7,564 22.4% $942,500 756 $132,400 $1,074,900Total 33,769 100.0% $4,207,700 3,377 $591,000 $4,798,700

AllocationPerCreditHour(b)

$125 $175

NOTES:(a)SummerIncentiveRegularTeachinghours excludes hours associatedwithStudies Abroad,OMSCS,Thes is ,Dissertation,

Specia l Problems,Research/TeachingAss is tantships ,andUndergraduateResearchas providedbytheOfficeofInsti tutional

ResearchandPlanning.-Hours del iveredbyrespectivecol leges andnotassociatedwithstudents 'majors .

-"Registrarhours"notassociatedwitha speci ficcol legeareomitted.

(b)$124.60a l location/credithour=summer'16a l locationpercredithourof$122.16,adjustedforavg.tui tioninc.of2%for

(c)Bonus forteachingcredithours exceeding2017summerbase;this examplebasedona l l col leges increas inghours by10%

26

D. Marketing Plan

Summer Session Initiatives Marketing Plan 2018Task Name Duration Start Finish Predec

essors Assigned To %Complete Status Comments

1

2 iGniTe First-Year Launch 130d 12/04/17 06/01/18

3 Course Scheduling 42d 01/03/18 03/01/18

4 Call for iGniTe Courses 18d 01/03/18 01/26/18 SSI5 Course Mapping 3d 02/01/18 02/05/18 SSI6 Course Room/Locations (Registrar) 6d 02/05/18 02/12/18 SSI7 iGnite Course Schedule posted on webpage 2d 02/28/18 03/01/18 SSI

8 Marketing 105d 12/04/17 04/27/18

9 Webpage 21d 12/04/17 01/01/18 SSI/CAE10 Social Media 21d 12/04/17 01/01/18 Admissions11 FAQ Sheet 18d 12/13/17 01/05/18 SSI/CAE12 Print Collateral - mailer 21d 02/12/18 03/12/18 Admissions13 Digital - flyer/postcard 16d 01/01/18 01/22/18 Admissions14 Postcard -mail - EA 26d 12/11/17 01/15/18 Admissions15 Postcard -mail - RA 21d 02/19/18 03/19/18 Admissions16 Phone outreach - EA 10d 01/22/18 02/02/18 SSI/CAE17 Phone outreach - RA 30d 03/19/18 04/27/18 SSI/CAE18 SWAG 21d 02/12/18 03/12/18 SSI19 Gold Carpet Days (4/9-25) 7 events 33d 02/12/18 03/28/18 SSI/CAE

20 Welcome Event 31d 04/20/18 06/01/18

21 T-Shirt 31d 04/20/18 06/01/18 SSI22 SWAG 31d 04/20/18 06/01/18 SSI

23 TECHsperience 60d 01/01/18 03/23/18

24 Marketing 60d 01/01/18 03/23/18

25 Webpage 10d 01/01/18 01/12/18 SSI26 FAQ Sheet 10d 01/01/18 01/12/18 SSI27 Social Media 10d 01/08/18 01/19/18 SSI28 Print Collateral 30d 01/08/18 02/16/18 SSI29 Digital - flyer/postcard 25d 01/08/18 02/09/18 SSI30 Postcard - parents 30d 01/08/18 02/16/18 SSI31 Postcard - parents II 20d 02/26/18 03/23/18 SSI32 Digital - flyer/postcard 15d 02/26/18 03/16/18 SSI33

34 Summer Minor 72d 02/02/18 05/14/18

35 Webpage 15d 02/05/18 02/23/18 SSI36 FAQ Sheet 16d 02/05/18 02/26/18 SSI37 Social Media 48d 03/08/18 05/14/18 SSI38 Digital - flyer/postcard I 14d 02/02/18 02/21/18 SSI39 Postcard - parents 16d 03/05/18 03/26/18 SSI40 Digital - flyer/postcard II 16d 03/19/18 04/09/18 SSI41

42 Summer General 77d 01/26/18 05/14/18

43 Webpage 11d 01/26/18 02/09/18 SSI44 FAQ Sheet 11d 01/26/18 02/09/18 SSI45 Social Media 48d 03/08/18 05/14/18 SSI46 Print Collateral - Banner 9d 02/05/18 02/15/18 SSI47 Print Collateral - Yard Signs 7d 03/01/18 03/09/18 SSI48 Digital - flyer/postcard 5d 03/01/18 03/07/18 SSI49 Postcard - parents 10d 03/19/18 03/30/18 SSI50 Digital - flyer/postcard 6d 04/09/18 04/16/18 SSI51 SSI Fair Launch 1d 02/28/18 02/28/18 SSI5253 Summer Course Recommendations 12d 01/11/18 01/26/1854

55 Provost Course Funding/Development Grants 29d 01/16/18 02/23/18

56 Draft policy 12d 01/16/18 01/31/18 SSI57 Finalize Policy 3d 01/22/18 01/24/18 SSI58 Call for Proposals 13d 01/24/18 02/09/18 SSI59 Proposal Submissions 7d 02/09/18 02/19/18 SSI60 Evaluate Proposals 3d 02/19/18 02/21/18 SSI61 Award Notification 2d 02/22/18 02/23/18 SSI

Page 1 of 1

27

E. Campus Partner Interviews

Campus Partner Interviews

1. Marisa Atencio, Director of International Student and Scholar Services, Office of International Education

2. Patricia Bazrod, Director, Employer Relations, Center for Career Development and Discovery

3. Lisa Berrien, Senior Associate Director, Office of Scholarship and Financial Aid

4. Carly Bloomingdale, Associate Director Programming, Student Center

5. Sandi Bramblett, Executive Director of IRP/Decision Support Services

6. Richard Clark, Director, Undergraduate Admissions

7. Jonathan Clarke, Associate Dean, Scheller College of Business

8. Larry Cloud, Assistant Director of New Student Orientation, New Student and Transition Programs

9. David Collard, Associate Dean, College of Science

10. Lizanne DeStefano, Executive Director, Center for Education Integrating Science, Mathematics and

Technology

11. Shannon Dobranski, Director, Pre-Graduate and Pre-Professional Advising, Center for Career Development

and Discovery

12. Keith Echols, Area Manager - East Housing, Department of Housing

13. Robert Foy, Director, Academic & Research Finance

14. Tony Gallego, Academic Program Manager, School of Economics

15. Ann Gerondelis, Undergraduate Program Coordinator, School of Industrial Design

16. Steven Girardot, Associate Vice Provost for Undergraduate Education

17. Lisa-Marie Godfrey, Senior Director, Institute Budget and Planning

18. Amy Henry, Executive Director, Office of International Education

19. Lacy Hodges, Assistant Director Academic Transition, Center for Academic Enrichment

20. Brett Hulst, Associate Director for Freshman Experience, Grad and Family Housing, Department of

Housing

21. Charles Isbell, Senior Associate Dean, College of Computing

22. Laurence Jacobs, Interim Dean, College of Engineering

23. Cynthia Jennings, Assistant Dean of New Student and Transition Programs, New Student and Transition

Programs

24. Liz Kazunga, Academic Coach, Center for Academic Success

25. Julie Kim, Associate Chair, School of Architecture

26. Sandra Kinney, Senior Director, Institute Research & Planning

27. Jim Kirk, Executive Director, Institutional Budget Planning

28. Paul Kohn, Vice Provost for Enrollment Services

29. Leo Mark, Associate Dean, Professional Education

30. Valerie Mastrangelo, Undergraduate Program Manager, Scheller College of Business

1

31. Matthew McLendon, DIrector of Communications, VP for Enrollment Services

32. Sabrina Miller, Assistant Registrar, Registrar

33. Marie Mons, DIrector, Office of Scholarship and Financial Aid

34. Cynthia Moore, Director OMED Educational Services, VP of Diversity Initiatives

35. Cassandra Myles, Financial Planning Manager, Institute Budget and Planning

36. Don Pearl, Director, Center for Academic Success

37. Debra Pearson, Retention and Graduation Manager, Office of Undergraduate Education and Registrar's

Office

38. Jim Pierce, Senior Director, Bursar’s Office

39. Reta Pikowsky, Registrar

40. JC Reilly, Academic Professional and Associate Director of Undergraduate Studies, School of Literature,

Media, and Communications

41. Michelle Rinehart, Senior Academic Professional, College of Design

42. Rob Rogers, Assistant Director of Experiential Education, Center for Career Development and Discovery

43. LeAndra Ross, Associate Director, Office of Scholarship and Financial Aid

44. Hillary Roviaro, Hall Director- Glenn Hall, Department of Housing

45. Christopher Ruiz, Area Manager - East Housing, Department of Housing

46. Lakeita D. Servance, Educational Outreach Manager Emergent Behaviors of Integrated Cellular Systems

(EBICS), Parker H. Petit Institute for Bioengineering and Bioscience

47. David Shook, Associate Professor, School of Modern Languages

48. Beth Spencer, Director, Undergraduate Academic Advising

49. John Stein, Associate VP Student Affairs, VP Student Affairs

50. Gerome Stephens, Associate Dean, Center for Student Engagement

51. John Tone, Associate Dean of Undergraduate Studies, Ivan Allen College of Liberal Arts

52. Michelle Tullier, Executive Director, Center for Career Development and Discovery

53. David White, Senior Academic Professional, College of Computing

54. Kari White, Assistant Director, Center for Academic Enrichment

2

28

F. Literature Review Reference

1

Literature Review References

Agawu-Kakraba, Y., & Gaudelius, Y. (2013). Learning Edge Academic Program (LEAP): A Successful Model in Programming and Collaborative Teaching and Learning. Summer Academe, 7(7), 2–16. Retrieved from http://ojs.lib.umanitoba.ca/index.php/sa_jhe

Bartlett, M. (2015). Finding the money. Summer Academe: A Journal of Higher Education, 9, 2–7. https://doi.org/10.1177/002743218907500705

Beasley, E., & Aguiar, L. (2016). Impact of Transient Credit on Undergraduate Students and Their Institutions. Summer Academe, 10, 2–30. Retrieved from http://ojs.lib.umanitoba.ca/index.php/sa_jhe

Bilella, J. (2013). Applying Data Mining and Google Analytics to Student Recruitment Marketing. Summer Academe, 7(7). Retrieved from http://ojs.lib.umanitoba.ca/index.php/sa_jhe

Carpenter, L., Wykoff, P., & Young, C. D. (2013). Summer Profitability Challenge: A Compelling Case for Business Intelligence. Summer Academe, 7(7). Retrieved from http://ojs.lib.umanitoba.ca/index.php/sa_jhe

Cowan, S. M. (2015). The Race to the Finish: Constructing a New Summer Program for Incoming Freshmen. Summer Academe, 9, 2–9.

Fakhouri, R. B. (2016). The Explore Program at the Université de Montréal: The Story of a Passport. Summer Academe, 10(0), 2–10. https://doi.org/10.5203/SA.V10I0.570

Harbor, J., & Nemelka, B. (2016). U.S. Summer Session Strategies in Context: Past, Present, and Future. Summer Academe, 10, 2–30. https://doi.org/10.5203/sa.v10i0.568

Harkness, S., Laves, E., & Mcclure, B. (2014). Implementing a Successful Winter Session. Summer Academe, Fall, 2–14. Retrieved from http://ojs.lib.umanitoba.ca/index.php/sa_jhe

Herndon, M. K., & Nemelka, B. C. (2016). Building a Summer First-Year Experience Program from Start to Finish. Summer Academe, 10, 2–10. https://doi.org/10.5203/sa.v10i0.573

Hooper, O., & Shepherd, G. (2015). Lead the “ Think and Do ” Movement: How North Carolina State Increased Summer Campus Resource Programming by 400%. Summer Academe, 9, 2–14.

Johnson, K. (2016). All Hands on Deck for Success: An Online Orientation Project. Summer Academe, 10, 2–9. Retrieved from http://ojs.lib.umanitoba.ca/index.php/sa_jhe

Journal, T. (2012). of the Credit Hour : The Credibility Use , and Shortcomings The History , of the Credit System. Source: The Journal of Higher Education, 44(1), 61–72. Retrieved from http://www.jstor.org/stable/1980626

Kokorudz, N., & Levy, P. (2013). Converting Admits into Registrants: Increasing the Yield of Visiting Students in Summer Session. Summer Academe, 7(7). Retrieved from http://ojs.lib.umanitoba.ca/index.php/sa_jhe

2

Kops, B. (2016). What is the present state of summer sessions at universities and colleges? Summer Academe, 10, 2–4. Retrieved from http://ojs.lib.umanitoba.ca/index.php/sa_jhe

Kuh, G. D. (2003). What We’re Learning About Student Engagement From NSSE: Benchmarks for Effective Educational Practices. Change: The Magazine of Higher Learning, 35(2), 24–32. https://doi.org/10.1080/00091380309604090

Kuh, G. D., Cruce, T. M., Shoup, R., Kinzie, J., Gonyea, R. M., Kuh, G. D., … Gonyea, R. M. (2017). Unmasking the Effects of Student Engagement on First-Year College Grades and Persistence Unmasking the Effects of Student Engagement on First-Year College Grades and Persistence. The Journal of Higher Education, 1546(October), 540–563. https://doi.org/10.1080/00221546.2008.11772116

Lettiere, M., & Kokorudz, N. (2015). Shaping the Academic Environment for Summer Visiting Students. Summer Academe, 9, 2–11. Retrieved from http://ojs.lib.umanitoba.ca/index.php/sa_jhe

Lytle, L., Kops, W. J., & Seaman, C. (2014). Diff erences in Summer Session Administrative Structures: Assessment of Potential Eff ect on Performance Outcomes. Summer Academe, 8, 2–39. Retrieved from http://ojs.lib.umanitoba.ca/index.php/sa_jhe

Martin, H. (1997). The Centrality of Their Purpose to the Academy’s Mission. Summer Academe: A Journal of Higher Education, 1(0), 1996–1997. https://doi.org/10.5203/sa.v1i0.234

Miller, R. N., & Durham, A. (2014). Supporting Transfer Students Through a Summer Transfer Transition Program. Summer Academe, 8, 2–22. Retrieved from http://ojs.lib.umanitoba.ca/index.php/sa_jhe

Parks, R., & Holmes, M. (2015). Summer academe : a journal of higher education. Summer Academe: A Journal of Higher Education (Vol. 9). Caddo Gap Press. Retrieved from http://ojs.lib.umanitoba.ca/index.php/sa_jhe/article/view/550/570

Pike, G. R., Kuh, G. D., & McCormick, A. C. (2011). An Investigation of the Contingent Relationships Between Learning Community Participation and Student Engagement. Research in Higher Education, 52(3), 300–322. https://doi.org/10.1007/s11162-010-9192-1

North American Association of Summer Sessions and The Center for Survey Research at Virginia Tech. (2015). SUMMER SESSION ASSOCIATIONS’ JOINT STATISTICAL REPORT. Retrieved from http://c.ymcdn.com/sites/www.naass.org/resource/resmgr/images/JSR/Summer_Session_Associations’.pdf

Simunich, B. (2016). Comparison of Motivation and Learning Outcome Achievement in Shortened, Online Summer Courses versus Their Full-Term Counterparts. Summer Academe, 10, 2–12. https://doi.org/10.1107/S0021889805016985

Smith, K., & Read, K. (2013). Student Characteristics and Summer Enrollment: A Comparison of Earlier Research with Findings from Nationally Representative Data. Summer Academe, 7(7). Retrieved from http://ojs.lib.umanitoba.ca/index.php/sa_jhe

3

Zhao, C.-M., & Kuh, G. D. (2004). Adding Value: Learning Communities and Student Engagement. Research in Higher Education, 45(2), 115–138. https://doi.org/10.1023/B:RIHE.0000015692.88534.de

29

G. Student Survey Results

Default ReportSummer Session SurveyMay 4, 2018 10:51 AM EDT

Q1 - What is your current class level?

First Year

Second Year

Third Year

Fourth Year or

Greater

0 20 40 60 80 100 120

Showing Rows: 1 - 5 Of 5

# Field Choice Count

1 First Year 37.17% 126

2 Second Year 20.65% 70

3 Third Year 17.11% 58

4 Fourth Year or Greater 25.07% 85

339

Q2 - College

Scheller College of

Business

College of Computing

College of Design

Ivan Allen College of

Liberal Arts

College of

Engineering

College of Sciences

0 20 40 60 80 100 120 140 160 180 200



1 Scheller College of Business 7.37% 25

2 College of Computing 16.52% 56

3 College of Design 5.90% 20

4 Ivan Allen College of Liberal Arts 3.83% 13

5 College of Engineering 54.87% 186

6 College of Sciences 11.50% 39

339

Q3 - Have you ever taken summer classes at Georgia Tech?

Yes

No

0 20 40 60 80 100 120 140 160 180 200 220 240 260



1 Yes 27.43% 93

2 No 72.57% 246

339

Q4 - Why not?

No need to take

summer courses.

Internship.

Studying abroad.

Wanted a break from

school during

summer.

No summer housing

available.

Too expensive.

Live out of state

and it's cheaper to

take summer courses

at home.

Easier or cheaper

to take online

courses offered

elsewhere.

Other.

0 5 10 15 20 25 30 35 40 45 50 55 60



1 No need to take summer courses. 18.70% 46

2 Internship. 23.17% 57

3 Studying abroad. 7.72% 19

4 Wanted a break from school during summer. 13.01% 32

5 No summer housing available. 2.85% 7

6 Too expensive. 9.35% 23

7 Live out of state and it's cheaper to take summer courses at home. 6.91% 17

8 Easier or cheaper to take online courses offered elsewhere. 2.03% 5

9 Other. 16.26% 40

246

Q5 - How likely would you attend take a summer course if tuition fees were on a per credit

hour basis?

End of Report

Not likely.

Somewhat less likely.

It makes no difference

to me.

More likely.

Very likely.

0 20 40 60 80 100 120 140



1 Not likely. 9.73% 33

2 Somewhat less likely. 5.90% 20

3 It makes no difference to me. 27.14% 92

4 More likely. 41.89% 142

5 Very likely. 15.34% 52

339

30


Default ReportAdvising SurveyMay 4, 2018 8:46 AM MDT

Q57 - A. Which level students do you advise?

1st year

2nd year

3rd year

4th year +

0 5 10 15 20 25 30 35 40


# FieldChoice

Count

1 1st year 24.50% 37

2 2nd year 25.83% 39

3 3rd year 24.50% 37

4 4th year + 25.17% 38

151

Q49 - B. Which of the following College(s) do you advise for?

College of Design

College of Computing

College of

Engineering

College of Registrar

College of Sciences

Ivan Allen College

Scheller College of

Business

0 2 4 6 8 10 12 14 16 18 20 22


# FieldChoice

Count

1 College of Design 9.09% 7

2 College of Computing 14.29% 11

3 College of Engineering 25.97% 20

4 College of Registrar 5.19% 4

5 College of Sciences 16.88% 13

6 Ivan Allen College 14.29% 11

7 Scheller College of Business 14.29% 11

77

Q50 - C. Select which majors you advise for in the College of Design:

Architecture

Industrial Design

Music Technology

Pre-Architecture

Pre-Industrial

Design

0 0.5 1 1.5 2 2.5 3 3.5 4


# FieldChoice

Count

1 Architecture 15.38% 2

2 Industrial Design 30.77% 4

3 Music Technology 15.38% 2

4 Pre-Architecture 15.38% 2

5 Pre-Industrial Design 23.08% 3

13

Q51 - C. Select which majors you advise for in the College of Computing:

Computational

Media

Computer Science

0 1 2 3 4 5 6 7 8 9


# FieldChoice

Count

1 Computational Media 30.77% 4

2 Computer Science 69.23% 9

13

Q52 - C. Select which majors you advise for in the College of Engineering:

Aerospace

Engineering

Biomedical

Engineering

Chemical and

Biomolecular Eng

Civil Engineering

Computer

Engineering

Electrical

Engineering

Environmental

Engineering

Industrial

Engineering

Materials Science &

Engr

Mechanical

Engineering

Nuclear &

Radiological Engr

Undeclared Coll of

Engr

0 1 2 3 4 5 6 7

# FieldChoice

Count

1 Aerospace Engineering 7.69% 5

2 Biomedical Engineering 10.77% 7

3 Chemical and Biomolecular Eng 7.69% 5

4 Civil Engineering 9.23% 6

5 Computer Engineering 7.69% 5

6 Electrical Engineering 7.69% 5

7 Environmental Engineering 7.69% 5

8 Industrial Engineering 10.77% 7

9 Materials Science & Engr 6.15% 4


10 Mechanical Engineering 10.77% 7

11 Nuclear & Radiological Engr 6.15% 4

12 Undeclared Coll of Engr 7.69% 5

65

Q53 - C. Select which majors you advise for in the College of Registrar:

Special/Non-Degre

e

0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1 1.1


# FieldChoice

Count

1 Special/Non-Degree 100.00% 1

Q54 - C. Select which majors you advise for in the College of Sciences:

Applied

Mathematics

Applied Physics

Biochemistry

Biology

Chemistry

Discrete

Mathematics

Earth &

Atmospheric

Sciences

Mathematics

Neuroscience

Physics

Psychology

Undeclared Coll of

Sciences

0 1 2 3 4 5 6 7

# FieldChoice

Count

1 Applied Mathematics 7.14% 3

2 Applied Physics 7.14% 3

3 Biochemistry 7.14% 3

4 Biology 16.67% 7

5 Chemistry 4.76% 2

6 Discrete Mathematics 7.14% 3

7 Earth & Atmospheric Sciences 7.14% 3

8 Mathematics 9.52% 4

9 Neuroscience 7.14% 3


10 Physics 7.14% 3

11 Psychology 11.90% 5

12 Undeclared Coll of Sciences 7.14% 3

42

Q55 - C. Select which majors you advise for in the Ivan Allen College

AppliedLang/Intercultural St

Computational Media

Econ & Int'l Affairs

Economics

Global Econ/Mod Lang

History, Technology,& Society

Int'l Affairs & ModLang

International Affairs

Lit., Media, &Communication

Public Policy

0 0.5 1 1.5 2 2.5 3 3.5 4


# FieldChoiceCount

1 Applied Lang/Intercultural St 6.45% 2

2 Computational Media 9.68% 3

3 Econ & Int'l Affairs 9.68% 3

4 Economics 9.68% 3

5 Global Econ/Mod Lang 9.68% 3

6 History, Technology, & Society 12.90% 4

7 Int'l Affairs & Mod Lang 9.68% 3

8 International Affairs 9.68% 3

9 Lit., Media, & Communication 12.90% 4

10 Public Policy 9.68% 3

31

Q56 - C. Select which majors you advise for in the College of Business

Business

Administration

Management

0 1 2 3 4 5 6 7 8 9


# FieldChoice

Count

1 Business Administration 69.23% 9

2 Management 30.77% 4

13

Q21 - 1. As an advisor, if the aforementioned changes to the tuition model and fee

structure were made for summer session, would your students be more likely or less likely

attend a summer session?

Much more likely

Somewhat more likely

Neither more likely

nor less likely

Somewhat less likely

Much less likely

0 2 4 6 8 10 12 14 16 18 20 22


# FieldChoice

Count

1 Much more likely 26.32% 10

2 Somewhat more likely 52.63% 20

3 Neither more likely nor less likely 18.42% 7

4 Somewhat less likely 0.00% 0

5 Much less likely 2.63% 1

38

Q20 - 2. How appealing would this change be to Seniors nearing completion?

Very appealing

Somewhat appealing

Not appealing

0 2 4 6 8 10 12 14 16


# FieldChoice

Count

1 Very appealing 43.24% 16

2 Somewhat appealing 40.54% 15

3 Not appealing 16.22% 6

37

Q34 - 3. How appealing would this change be to Non-Resident GT students?

Very appealing

Somewhat appealing

Not appealing

0 2 4 6 8 10 12 14 16


# FieldChoice

Count

1 Very appealing 32.43% 12

2 Somewhat appealing 43.24% 16

3 Not appealing 24.32% 9

37

Q40 - 4. Please provide any feedback on the tuition model structure proposed. Proposed

Tuition Model/Fee Structure Change: Charge an hourly rate for students taking six hours or

less (0-6) during summer, and charging only the full time flat tuition rates for students

taking seven or more (7+) hours. (est. $417 per credit hour in-state, $1,275 out-of-state).

Showing Records: 1 - 15 Of 15

4. Please provide any feedback on the tuition model structure proposed. Pr...

I think students would be more inclined to take summer courses and we would be more inclined to offer them. This allows them to plan for relativelyinexpensive summer courses during the fall and spring, which many students think is currently too expensive.

There have been several examples in the past where the current billing model has held a student back from registering for 1 course that might haveotherwise assisted their program of study.

This would be very beneficial to students who only want/need to take 1-2 classes for the summer which accounts for a good percentage of summerstudents.

We currently have many students who take six hours only in the summer semester to get the lowered tuition rate. The challenge is for the in-between 7-12 hours enrollments.

This is a huge barrier to students not taking classes over the summer, especially taking 1 class.

We saw summer enrollments drop substantially when the current tuition model was put in place and we think going back to an hourly rate wouldencourage students to take more language (humanities) courses in the Summer.

Seems to help with the cost of summer sessions.

Out of state tuition for summer school is not reasonable when compared to many other options. Many students can take a 3 or 4 credit course for thecost of out of state tuition for 1 credit. Many advisors on campus recommend attending other schools during the summer due to this concern alone.

Several of the Math courses (MATH 1554, 1552, 2551, 2552) offered in the summer are 4 hour courses. Many summer classes are 3 hours. So students arereluctant to take 7 hours in summer (2 classes) because of the fee structure.

Could it also be in place for full time hours?

Why not charge an hourly rate for students taking 0+ hours during the summer, i.e., why a flat rate for anything over 6 hours?

While there are definitely students this could help - I don't see it as the main issue regarding whether or not our typical student takes summer classes

This is beneficial to do if students have internships or research that require large chunks of time but would be easily complemented by 1-2 courses

really it is the 7-12 credits that makes life more difficult, especially if a course has 4 credit hours attached

There needs to be more change that this. Students should be able to pay per credit hour up to 9 hours in the summer. Taking only 6 credits in thesummer feels like a waste of time to many students. They often want to take 9 hours, but do not want to pay for full-time tuition since they will not bemaximizing their dollars.

Q37 - 1. In your opinion, how important is resolving this issue for your students?

Extremely important

Very important

Moderately

important

Slightly important

Not at all

important

0 2 4 6 8 10 12 14


# FieldChoice

Count

1 Extremely important 35.14% 13

2 Very important 29.73% 11

3 Moderately important 18.92% 7

4 Slightly important 13.51% 5

5 Not at all important 2.70% 1

37

Q38 - 2. How often does this issue arise with your students regarding summer session

planning?

A great deal

A lot

A moderate amount

A little

None at all

0 2 4 6 8 10 12 14


# FieldChoice

Count

1 A great deal 8.11% 3

2 A lot 27.03% 10

3 A moderate amount 35.14% 13

4 A little 18.92% 7

5 None at all 10.81% 4

37

Q39 - 3. If changed, would your students be more likely or less likely attend a summer

session?

Much more likely

Somewhat more likely

Neither more likely

nor less likely

Somewhat less likely

Much less likely

0 2 4 6 8 10 12 14 16 18 20 22 24


# FieldChoice

Count

1 Much more likely 21.62% 8

2 Somewhat more likely 62.16% 23

3 Neither more likely nor less likely 13.51% 5

4 Somewhat less likely 2.70% 1

5 Much less likely 0.00% 0

37

Q9 - 4. Please place in order the following issues based on what you believe affects your

students the most as a barrier for attending summer session (1= most important – 6 = least

important). You may drag and drop the options in any order.

1

2

3

4

5

6

0 2 4 6 8 10 12 14 16

Cost of HousingFinancial AidInternshipCo-Op ProgramStudy AbroadNeeded Course(s) not offered


# Field 1 2 3 4 5 6 Total

1 Cost of Housing 10.00% 4 15.00% 6 12.50% 5 22.50% 9 20.00% 8 20.00% 8 40

2 Financial Aid 17.50% 7 27.50% 11 15.00% 6 15.00% 6 22.50% 9 2.50% 1 40

3 Internship 32.50% 13 20.00% 8 12.50% 5 27.50% 11 7.50% 3 0.00% 0 40

4 Co-Op Program 2.50% 1 12.50% 5 20.00% 8 10.00% 4 32.50% 13 22.50% 9 40

5 Study Abroad 0.00% 0 5.00% 2 20.00% 8 22.50% 9 15.00% 6 37.50% 15 40

6 Needed Course(s) not offered 37.50% 15 20.00% 8 20.00% 8 2.50% 1 2.50% 1 17.50% 7 40

Q10 - C. What are other barriers not listed above that may impact and/or impede a

student’s enrollment in summer session?


Are there any other issues that we should be aware of that may impact a stu...

None

Lack of online coursework

Some students need to earn their spending money for the academic year by working in the summer. Some scholarships only apply for two semesters peryear. Many faculty do not teach in the summer due to the way the faculty contracts are structured, which limits the classes which can be offered.

The two main reasons that I see are the campus code issues, and the costs.

Our opinion is that the current tuition model plays a much larger role than any of the above listed factors for our School.

I think students would like to take a class or two while interning/co-oping or cross-campus codes; I think they would like more flexibility based on theircircumstances. Some students just don't enroll in summer courses in order to have a break - which I think can be a good thing!

Study abroad, internships, and co-ops are not "barriers" to attending summer session, they are merely alternatives. Barriers are negative things thatprevent students from doing something they want (e.g., summer session), whereas study abroad, internships, and co-ops are all positive alternatives todoing summer classes.

Burnout

Whether needed classes are offered over the longer summer session versus the shorter summer sessions (i.e., whether students would have to takeclasses in an even more compressed manner/at a faster pace).

Honestly, as an advisor, I strongly encourage students to take a term off from Tech. Otherwise they come back burnt out for fall. However, some will takeone while also doing research. Many want internships. Many need to earn money. Many want to go home for the summer. Our major tends to not do co-op, so there is not a need to alternate terms. Co-Ops really need the summer term for classes.

The cost; students can take 9 credits in the summer. 12 credits tends to overload most students in the summer, but they lose money if they only take 9,so they either do 6 or none at all. They often don't like to take only 6 credits since that feels like too light of a schedule/waste of time.

Q22 - A. Please list the three (3) most important/high demand courses that have the

greatest demand, however, are not currently offered during the summer session for the

students you advise.


1. 2. 3.

CS 2261 LMC 2700

Research Methods Statistics Cognitive Psychology

MATH 1552 (online) EAS 1600 (online) APPH 1040 (online)

Can't think of any.

MGT courses

MGT 4067 MGT 4058

CHBE 2120 CHBE 2130 CHBE xxxx electives

N/A

SPAN 3101

Cell Biology Ecology Math Modeling

EAS 1601/2600 Psychology courses in general Capstone/seminar courses by major

BME Depth Courses

2106 3406 4317

none

more humanities more social science more ethics options

ISYE 4301 ISYE 4111 ISYE 4803 Adv. Manufacturing

Pubp 2010 Pubp 3030 Pubp 2030

CS 4400 ISYE 4XXX

More appropriate for my supervisor to answer More appropriate for my supervisor to answer More appropriate for my supervisor to answer

Q23 - B. Please list the three (3) most important/high demand courses that are currently

offered that could use more sections during the summer for the students you advise?


1. 2. 3.

Intro Psychology

ENGL 1102 (online) CS 1315 EAS 1600

Can't think of any

CHBE 3130 in Atlanta CHBE 3200 in Atlanta

CS 1371

Math 1712 Math 1711

Research Project lab Organismal Biology Health

3012 3215 3670

none

ID 2202 MUSI 3630 PSYC 1101

ISYE 2028

Econ 2106

MATH 1553 MATH 2551 MATH 2603


Q24 - C. Please list the three (3) most important courses with high Drop/Fail/Withdraw

rates or repeat frequencies that should be offered in summer for the students you advise?


1. 2. 3.

CS 2050

Can't think of any

CS 1301 MATH 1551 MATH 1553

CHBE 4411 CHEM 4511

PHYS 2211 Math 1552, 2552, 2551 CS 1371

Math courses Physics courses Organic chemistry courses

1552 1553 2106

none

Math 1712 Math 1711


Q25 - D. Please list the three (3) most important courses with high Drop/Fail/Withdraw

rates or repeat frequencies that could use more sections in summer for the students you

advise?


1. 2. 3.

CS 2050

Can't think of any

CS 1301` MATH 1552 upper level math

N/A

CS 1371

Math 1711 Math 1712

N/A N/A N/A

none


Q13 - E. Please list the three (3) most important courses that the students you advise

perceive as rigorous courses for which they generally avoid and/or procrastinate

enrollment.


1. 2. 3.

CS 1332 LMC 2700 CS 3600

PHYS 2211 MATH 1552 Second Lab Science

Can't think of any

PHYS 2212 CHEM 2380 CHEM 2312

ME 2110 PHYS 2212 ME 2016

CS 1301 or 1315 Lab Science

Phyisics N/A N/A

CS 1371

2106 4317 4320

CS 1301 or 1315 lab science math

ME 3322 ME 3340 ME 3345

ISYE 4311 PHYS 2212

Cs1315 Eas 1601

Physics II CS 1371

PHYS 2212


Q15 - In your opinion, would these summer minor options be appealing to your students?

Yes

No

0 2 4 6 8 10 12 14 16 18

Computing & IntelligenceEconomicsHistoryIndustrial DesignSociologySpanish


# Field Yes No Total

1 Computing & Intelligence 78.26% 18 21.74% 5 23

2 Economics 59.09% 13 40.91% 9 22

3 History 18.18% 4 81.82% 18 22

4 Industrial Design 61.90% 13 38.10% 8 21

5 Sociology 23.81% 5 76.19% 16 21

6 Spanish 73.91% 17 26.09% 6 23

Q26 - B. Please list any other summer minors or certificates which your students may find

appealing:


Please list any other summer minors which your students may find appealing:

Certificate in Sci-Fi over the summer would be nice.

Neuroscience, Machine Learning

1. Marketing Certificate 2. Computing and Devices Minor

APPH

Japanese

Leadership Studies (Business track)

CS - devices Aerospace Business certificates

Global Development Linguistics

Music courses (Jazz History),

More CS minors! Our students can have a difficult time getting CS minor courses, so the ability to complete a CS minor in one summer is great!

I said "No" for history and sociology because HTS majors can't minor in either of those (it's their major). It doesn't mean they wouldn't be appealing forother students.

all CS minors

Any certificate offered by Scheller. Additional CS minor threads.

Business

French

Q16 - C. If cost were not a factor, how many minor courses do you think your students

would take during one full summer (all three sessions)?

1 course

2 courses

3 courses

4 courses

5 courses

0 1 2 3 4 5 6 7 8 9 10 11 12 13


# FieldChoice

Count

1 1 course 8.33% 2

2 2 courses 33.33% 8

3 3 courses 50.00% 12

4 4 courses 4.17% 1

5 5 courses 4.17% 1

24

Q17 - D. How likely or unlikely would your students be to:

Extremely likely

Somewhat likely

Neither likely nor

unlikely

Somewhat unlikely

Extremely unlikely

0 2 4 6 8 10 12 14

Complete a minor in one summer if all required courses were offered in a se...

Complete all minor requirements over multiple summer sessions (i.e. Summer ...


# FieldExtremely

likely

Somewhat

likely

Neither

likely nor

unlikely

Somewhat

unlikely

Extremely

unlikelyTotal

1

Complete a minor in one summer if all required

courses were offered in a sequence over one

summer?

11.54% 3 50.00% 13 23.08% 6 7.69% 2 7.69% 2 26

2

Complete all minor requirements over multiple

summer sessions (i.e. Summer 2018 and

Summer 2019)

24.00% 6 36.00% 9 16.00% 4 16.00% 4 8.00% 2 25

Q39 - E. Please provide any other suggestions you have to improve the summer minors

initiative:


Please provide any other suggestions you have to improve the summer minors...

Generally, our students seek co-op or internships during the summer. They would be less likely to finish a minor if it took several summers to complete.

Perhaps the summer programs can be tied to an experience they can only get over the summer.

Most of our students seek minors as ways to add less demanding courses to their demanding spring and fall schedules. Very few seek minors purely to

supplement their major program of study. The language programs would be most popular for our students. Many students want to use their summer

term to work or to do research--to do something different so that they can recharge.

depends on the minor, but completing a whole minor in one summer semesters seems very unrealistic to me.

I think this is a great idea that meets a need to help students complete minors much more easily. More information on this initiative would be helpful. I've

had many students ask me many questions about how this process works. The students are excited about it, but they may be losing interest because

they don't understand how the process actually works. For example, many students are asking if admission is application based, especially for the CS

minor. The regular CS minor is competitive, but would the summer minor be competitive? If it isn't, I'd assume there would be a great deal of interest.

Without this information solidified, it's hard for students to plan. I know of one student who has already decided to not pursue the summer CS minor

because he did not know the acceptance process, so he is continuing with different plans.

Depending on how sequenced a minor is in terms of pre-reqs, consider offering multiple minor courses concurrently over the course of the LONGER

summer session.

Q28 - A. Please list the three (3) most important courses (core req., major or other) that

should be offered during the late short summer.


1. 2. 3

MATH 1551 MATH 1553 CS 1315

HIST 2111 POL 1101

ENGL 1101/1102 MATH 1552/MATH 1554 APPH 1040/1050

ACCT 2101 MGT 2101 MGT 2250

ENGL 1102 CS1371 MATH 1550

MATH 1553 ENGL 1101 MATH 1550

SPAN 1001 & 1002 SPAN 3101 Other language 1001 & 1002

Ecology Math Modeling Health

ENGL 1101/1102 ECON 2106/2105 Humanities/Social Sciences

MATH 1550 ENGL 1101 CS 1301

SOC 1101 HIST 2112 ENGL 1102

ENGL 1101 ENGL 1102 MATH 1550 or 1551

BIOL 1510 PSY 1101

MATH 1553 PSYC 1101 MATH 1551

Pol 1101 Econ 2106 Engl 1102

MATH 1551 ENGL 1101 ENGL 1102


Q29 - B. Please list the three (3) most important courses (core req., major or other) that

need more sections.


1. 2. 3.

ENGL 1102 ENGL 1101 PSYC 1101

ENGL 1101 PSYC 1101

ENGL 1102 MATH 1552 PSYC 1101

ENGL 1102 APPH 1040 or 1050 MATH 1553

ENGL 1101 ENGL 1102

ENGL 1101 & 1102

CS Health Research Project lab (major)

ENGL 1101 MATH 1550 ECON 2106

ENGL 1102

ENGL 1101 ENGL 1102 MATH 1552

Engl 1102


Q30 - C. Please list the three (3) most important courses (core req., major or other) that

could use fewer sections.


1. 2. 3.

N/A

N/A N/A N/A


Q31 - D. Please list the three (3) most important courses (core req., major or other) that

should not be offered.


1. 2. 3.

MATH 1552 PHYS 2211

CS 1371

N/A N/A N/A

Math 1711 Math 1712

CS 1301 MATH 1552 MATH 2551


Q32 - E. Please provide any other suggestions to help improve the academic experience

for the summer first-year students:


Please provide any other suggestions to help improve the academic experienc...

It would be great to get them all a math class and an English class during the summer. That is a much better option than wasting 2 electives, which isgenerally what happens during the summer. We should have enough English for every student to get them over the summer!

I think that there would be a demand for MATH 1553 (2 hours) and MATH 1554 (4 hours) However the credit hours for these classes do not fit well with theideal number of hours for a summer freshman.

CS 1371 is not a class that should be offered in the short term

Q52 - What information would be most helpful to students to include on the Summer

Session Initiatives website? To view our current website, please copy and paste the

following link into a new browser window: http://summer.gatech.edu/


What information would be most helpful to students to include on the Summer...

Any minors that have summer initiatives. Perhaps a link addressing housing if students wish to live on campus

It is unclear to me who the audience is. Current students or incoming students? I think that is really important and missing and there should be different

information for both populations. For example, my understanding is that the incoming summer freshmen cannot take on-line classes, and that is not clear

on that website at all.

More specific details on the courses offered, how/when they are offered, are the minors competitive, etc.

links to Bursar's Office, Financial Aid, GradesFirst, Registrar's Office

Please explain SOUP in more detail--how to apply for eligibility, tuition, proctoring requirements, whether students can take courses elsewhere at the

same time, etc.

Q31_2 - Topics

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Summer Session Initiatives Strategic Plan 2018-2020oue.gatech.edu/sites/default/files/SSI Strategic...

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