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Brian Sanders, Ed.D. VP of Instruction, Columbia College

CIO Think Tank: Enrollment Management at the Intersection of SCFF, GP, SE, and the Vision for Success. Brian Sanders, Ed.D. VP of Instruction, Columbia College CCCCIO Treasurer & Representative to to Chancellor’s Office Fiscal Advisory Workgroup Michelle Barton

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Brian Sanders, Ed.D. VP of Instruction, Columbia College

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  1. CIO Think Tank: Enrollment Management at the Intersection of SCFF, GP, SE, and the Vision for Success Brian Sanders, Ed.D. VP of Instruction, Columbia College CCCCIO Treasurer & Representative to to Chancellor’s Office Fiscal Advisory Workgroup Michelle Barton Sr. Director Institutional Research, Planning, Effectiveness & Grants, Palomar College RP Group

  2. Session Overview • Strategic Enrollment Management (SEM) – A birds eye view of the basics • Look at some key tenets of SEM • CIO Think Tank: What needs to changeto keep the “S” in SEM under…? • Student Centered Funding Formula (SCFF) • Guided Pathways (GP) • Student Equity (SE) • Vision for Success (VfS) • Discussion of Next Steps – What do we do with these ideas?

  3. The Big Question What makes enrollment management strategic and equitable?

  4. Key Tenets of SEM Strategic Enrollment Management (SEM) as a Holistic Process • Optimize Enrollment • Promote Student Success • Ensure Fiscal Viability • Quality and Relevant Programs and Pathways • Equitable Access and Outcomes • Data-rich Environment • Communications and Marketing • Collaboration Think: SCFF, GP, SE, & VfS

  5. Lens on Equity! Today – “Think Tank” table discussions on five important functional aspects of the CIO’s role: • Productivity and balance of course offerings • Array of programs of study at the college • Schedule development process • Attendance Accounting • Income and Expense modeling

  6. Let’s Use Poll Everywhere!

  7. Try an easy question!

  8. Consideration #1: Productivity and Balancing Offerings The Schedule and its Critical Role in SEM

  9. Questions about the Quadrants • How do the four quadrants relate to the three sources of funding under SCFF: FTES, supplemental, and success? • What’s the value of a low productivity course necessary for program completion? • Under GP, has our obligation to small capstone classes increased? If so, how do we compensate? • Using SWP funds, we’ve launched a bunch of programs. Which quadrant do they fall into? What impact will that have on SEM?

  10. #1

  11. Consideration #2:Array of Program Offerings • Under GP, VfS, and SCFF, our array of program offerings is being adjusted. • Themes include • Move away from “Cheesecake Factory Menu” • Fewer, stronger programs • Funding for highest award within a given year • Striving for faster program completion and greater number of completers • No additional credit for “double majors”

  12. For Consideration: Nested Programs • One master pathway to build. • Other awards are at natural exit points along master path (semester, 1st year). • Minimize overlapping certificates and degrees. Result – We’re planning for just one program but providing three options to students. (Ex: 133 awards become 36 nested pathways)

  13. #2

  14. Consideration #3:Schedule Development Process • Under GP, VfS, and SCFF, we need to think differently about the schedule development process. • Themes • More details to consider • Move to annual/multi-year schedules • Scheduling focused on program completion versus array of offerings • Think Tank Question: What kinds of tools are you using?

  15. Questions for each program of study or nested pathway • What is the critical path for the student to follow to completion? • Is it possible to get all courses needed to follow that path? • What courses do we need in the final term of a program? • How many students do we need in the final term to be viable? • How many students in preceding course/semester? How many in the introductory course? • Do high-efficiency intro classes adequately support low-enrolled capstone classes?

  16. Questions for the institution • Do we have tools to illustrate the critical path in each program of study? • Do we need a two-year master schedule? • Or is it really a one-year master schedule, with both 1st and 2nd year FT students proceeding through essential coursework at the same time. • How does this change scheduling practices? • How do we incorporate alternating courses? • How do GE courses fit into the master schedule? What about GEs that fulfill major requirements? Do we schedule for the majors or the non-majors? • What are the equity impacts of our English and Math courses with corequisites?

  17. #3

  18. Consideration #4:Attendance Accounting Methods • “Regular” is good. “Irregular” is bad. • Weekly FAM: Courses scheduled regularly each week. • Daily FAM: Courses scheduled regularly each day. • How does this change under GP, SCFF, SWP, & VfS? • More directly: Can irregular be good?

  19. #4

  20. Idea for consideration and discussion @ regional meetings on Friday morning What if, to support today’s students under GP & SWP,… • Keep Weekly FAM (Holidays and finals “forgiven”) • Drop Daily FAM • Replace with new Total Scheduled Hours FAM • Holidays not forgiven but… • Any combination of F2F & online hours, without regard to regularity. (Ex: Class meets every other Tues night, 3 Saturdays, & 8 hrs online) • Apportionment for total hours of instruction based on TSH. • Let’s fix the online penalty (alternative FAM) while we’re at it!

  21. Consideration #5:Income and Expense Modeling • Old model: • Revenue from FTES generation • Minus Expense for faculty salary and Benefits • Equals Residual Revenue for everything else we do • But now...

  22. Possible elements of income & expense model Income Variables Expense Variables Direct instructional expense (Fac S&B) is same or more. Per-FTES $ has decreased. So Residual Revenue is far less. Larger supplemental means greater need and greater costs. How much cost? Where? When? Counselors, librarians, custodians, admin – all contribute to success. At how much cost? When do these expenses occur? • FTES • A lesser total percent of total, but still biggest share • Different types of classes earn different FTES rates • Supplemental • Outside the control of the institution, based on demographics • Success • Who earns the “points” for awards? And when?

  23. #5

  24. Key Priorities

  25. Next Steps

  26. Thank you! Michelle Barton, Palomar College, RP Group, mbarton@rpgroup.org Brian Sanders, Columbia College, sandersb@yosemite.edu

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