REDWOODS COMMUNITY COLLEGE DISTRICT
Meeting of the Enrollment Management Committee (EMC)
AD 201 Boardroom
Monday, February 6, 2012
1:30 – 3:00 p.m.
AGENDA
EMC Mission
To interpret enrollment trends, patterns and projections, student achievement/success data, basic skills student achievement data,
and to inform all institutional divisions and units in meeting CR’s enrollment goals within a framework of collaboration
continued growth and community alignment. The Enrollment Management Committee (EMC) also formulates enrollment goals
consistent with the College’s mission and program review data, develops FTES budget projections, implements, monitors, and
periodically revises the process of student enrollment and retention.
1. Call to Order
2. Approve January 30, 2012 Notes*
3. Action Items
4. Discussion Items
4.1 IR Presentation: Tracking the Progress of a Cohort in Developmental, Transfer and
Career Technical Education
4.2 TLU Allocation Concept Adjustment
4.3 Strategy for annual TLU Semester Distribution
4.4 Annual schedule development
4.5 Draft Enrollment Management Plan
4.5.1 Working sessions
4.5.1.1 Wednesday, February 15—Noon-1:00pm,2-3pm, and 3-4pm
4.5.1.2 Thursday, Feb 16—1:30-2:30pm
4.5.1.3 Friday, February 17—2-3pm
4.6 Enrollment Priorities AP
5. Reports
6. Future Agenda items
7. Announcements
8. Adjournment
CCC Confer is available for those who are unable to attend in person.
888-886-3951
Passcode 272482
1
Meeting of the Enrollment Management Committee (EMC)
Notes for Monday, January 30, 2011
PRESENT
Rachel Anderson, Jeff Cummings, Anna Duffy, (phone), Kathy
Goodlive, Sheila Hall, Angelina Hill, Allen Keppner, Pam Kessler,
Mark Renner (phone), Keith Snow-Flamer, Bruce Wagner.
ALSO PRESENT
Stacey Abbott, Jenn Bailey, Lee Lindsey, Michael Regan and Tiffany
Schmitcke
ACTION
SUMMARY
NOTES
EMC summary notes of December 5, 2011, were approved as
presented.
DISCUSSION
THREE YEAR
FTES/TLU
PROJECTIOS
FROM EMC TO
BPC
Keith requested that the committee approve the revised FTES/TLU
projections due to recent budget developments. It was noted that the
committee would approve the revised projections but with concern
regarding future growth and how the district will handle it.
BUDGET
OUTLOOK
Lee Lindsey, Vice President Administrative Services presented an
overview of the district’s projected revenue forecast for next year. He
referred to the handout included in the agenda packet that outlined the
best and worst case budget scenarios. Lee reported that the governor’s
office under-estimated the number of BOG fee waivers awarded
throughout the state which resulted in a $540,000 deficit for the
district. This unexpected revenue reduction will use any excess fund
balance the district has acquired. Lee stated that he will ask Cabinet to
create a policy regarding building up the district’s fund balance above
the required 5 percent.
2011-12 FTES
PROJECTIONS
Discussion continued and Lee noted that the district needs to develop
a rational plan to find solutions to address the budget challenges.
There will be opportunities for all constituencies to make
recommendations and give input on the budget issues. He also noted
that close monitoring of the fifty percent requirements are being done.
There was also discussion regarding the possibility of closing the 101
Corridor sites and SERP as potential cost savings measures for the
district.
Keith reviewed the projected Resident FTES for this year noting that
the drop in numbers is less than expected. There was discussion
regarding the “drop process” and when data is updated and if the
FTES projections will hold for this semester.
2
DRAFT SUMMER
SCHEDULE
TIMELINES
The Summer Schedule subcommittee came up with some draft
guidelines. Several scheduling scenarios were given and there was
discussion regarding each. TLU allocations to the sites and centers,
online courses and how best to serve graduating high school students
was discussed. Discussion included the possibility of closing the sites
on the 101 Corridor, Mendocino and Del Norte over the summer and
offering online courses in place of classes at these locations. It was
also suggested that the efficiency of courses be reviewed and only
those with high fill rates be offered over the summer. Bruce stated that
last summer there were almost no CTE courses offered and there was
not much going on in the Physical Science building especially on
Fridays. It was suggested that it may be possible for staff members
from areas that are not busy during the summer to be reassigned to
other parts of the campus that continue to be impacted.
The committee requested that Tiffany rework the summer session
dates with the first session beginning on May 29.
The summer guidelines were approved by the committee.
STRATEGY FOR
TLU SEMESTER
DISTRIBUTION
Jeff thanked the subcommittee members for their work and he noted
that what was done was to simplify this process. The subcommittee
reviewed the draft concept and recommended changes to the
percentages used in the calculation. The subcommittee also discussed
the breadth of course offerings, if seats are filled based on calculated
sections because of need or because of availability and if too many
TLUs are allocated in one area. Jeff noted that this concept was a draft
based on the TLUs expended last year, the two year schedule
developed last year, and the CR/CSU degree pattern noted in the
catalog. Jeff also noted that more work needs to be done and
welcomes any and all feedback to improve the concept and make sure
we’re moving in the direction of supporting student progression
through the curriculum.
It was decided to carry this forward to the next meeting.
SCHEDULE
DEVELOPMENT
TIMELINE
There was discussion on how to build the schedule for Summer
2012/Fall 2012/Spring 2013 planning for both the best and worst case
budget scenarios. It was noted that there is concern with building a
small fall and then trying to make up FTES in the spring.
Keith stated that to begin the development of the summer schedule
sections should be turned into Tiffany by February 14 or sooner.
ADJOURNED
The meeting adjourned at 4:15 p.m.
SUBMITTED
lw
3
Distribution
Total
DISTRICT (assuming a decrease of 289 FTES)
2012-2013 Associate Faculty Instructional TLUS
3845
Scenario 1
Fall
Spring
50%
1922.5
Summer
50%
1922.5
0%
0
Scenario 2
Fall
Spring
Summer
60%
2307
Total
40%
1538
0%
0
DISTRICT (assuming best case - no growth)
2012-2013 Associate Faculty Instructional TLUS
4309
Scenario 1
Fall
Spring
50%
2154.5
Summer
50%
2154.5
0%
0
Scenario 2
Fall
Spring
60%
2585.4
Summer
40%
1723.6
4
0%
0
Goal 1. Increase College Preparedness
Objectives:
Improve the academic and college preparedness for students.
Reduce barriers to persistence.
Offer targeted services and programs, such as ESOL, to assist the access and success of targeted groups. (Education Master Plan)
Strategy
Activities
Responsibility
Timeline
Cost (if
Outcomes
applicable)
1. Determine what it
1. (Internal) Develop
CR & HCOE
1. Sp 2012
Faculty release
1. College Ready
means to be “College
CR definition of
(include DN &
time
definitions, for both
Ready”
college and career
Mendo HS) CIOs,
transfer and CTE, that
readiness.
CSSOs, Deans,
includes:
2. (External)
academic, CTE and
2. F 2012
a. Math
Collaborate with Kstudent services
b. English
12, community
Faculty, academic
c. College success
education and adult
and CTE employers
skills
education to jointly
2. Adopt definition of
develop common core
“college and career
standards for college
readiness.”
and career readiness.
3. Improve college
readiness for local high
school graduates
1. Research evidence of
improvement through
summer bridge
programs.
2. Identify research
based successful
programs.
3. Choose a model.
4. Create a program.
5. Implement program.
6. Design “score higher”
workshops for high
school and nontraditional students.
7. Arrange earlier HS
assessment dates.
HCOE, CSSO, CIO,
and Math, English,
Counseling faculty
and Advisors.
5
Sp 2012
Faculty and
Administration
salaries for
program design
1.
Increase student
placement one course
level higher in either
math or English
Goal 2. Ensure Basic Skills Preparation for Transfer and CTE Program Success
Objectives:
Improve basic skills in Math and English for students who begin their collegiate experience with below college level coursework.
Enhance the successful transition from developmental/pre-college to transfer or career technical education programs.
Develop actions for addressing non-Credit and adult education.
Reduce barriers to persistence
Improve basic skills in Math and English as a foundation for student success
Reduce additional burdens faced by basic skills students through alternative initiatives. (Educational Master Plan)
Explore contextualized basic skills education. (Educational Master Plan)
Strategy
2. Integrate college success
strategies in basic skills courses.
Activities
1. Find appropriate college
readiness survey.
2. Administer college
readiness survey to
students in basic skills
courses.
3. Provide follow up with
Counselor or Advisor.
4. Follow up appointment
to create Student
Education Plans for these
students.
5. Provide Tutoring/Peer
tutoring.
Responsibility
Timeline
English & Math,
Fall 2013
Counseling/Advising
3. Develop a peer mentoring
program that targets basic skills
students.
1. Research successful peer Counseling/Advising Fall 2013
mentor programs
2. Counselor to create
training program for Peer
Mentors.
3. Develop Peer Mentor
drop in center for support
Fall 2014?
and referrals.
4. Future: Counselor to
develop 1 credit Peer
6
Cost (if applicable)
Faculty and
advisor process
development
release time
Outcomes
Increase
retention,
persistence and
student
satisfaction.
Instill a greater
feeling of
connection to
the campus.
Counseling
Faculty salary
Increase
persistence,
retention and
student
satisfaction.
Work study
positions for
students
4. Implement a tracking process
through Institutional Research
department for one cohort of
Basic Skills students
5. Work with the Deans of
Academic Affairs and Career
and Technical Education and
Student Development to begin
discussions of learning
communities/linked courses for
underprepared students Fall
2013.
5. Explore feasibility of non-credit
basic skills courses. Develop
alternatives to traditional basic
skills courses/course.
Mentoring class to train
and support mentors.
IR and BSC will develop a
tracking process.
1. Indentify faculty
interested in
participating in
learning
communities/linked
courses.
2. Review Fall 2011
linked course data
(Art/Developmental
Engl) for perceived
usefulness/success
For noncredit:
1. Explore English
and/or math faculty
support for noncredit
basic skills curriculum
2. Determine faculty
compensation for
teaching noncredit
3. Determine whether
apportionment would
cover the cost of
teaching these classes
4. Estimate number of
students served
through noncredit that
would otherwise be
served through credit,
and savings, if any
5. Determine amount of
apportionment District
is willing to allocate
Institutional
Spring 2012
Research
Department and
BSC
BSC, Deans of
Spring 2012
Academic Affairs
and Career and
Technical Education,
Faculty, Coordinator
of Advising
BSC, English and
math faculty,
Curriculum
Committee and
Director of
Community
Education, HCOE (
CIO, Deans,
Faculty), Students
7
Spring 2012
Develop
baseline data
Faculty release
time
Increase
retention,
persistence and
student
satisfaction.
Varies depending
on alternative.
Most alternatives
have a startup cost
and then the ongoing cost per
student or class.
1. Documented
discussions
are held
during
Spring 2012
and Fall
2012.
2. Increase
access.
Alternatives:
Self-paced study aided
by computer software
with faculty to assist as
needed.
2. Provide short
placement test “prep
classes” to improve
placements
3. Use very specific area
training, such as used
for GED study, so that
students only study
those areas needed,
followed by a retake of
the placement test.
4. Consider a partnership
with K-12 for them to
teach some alternative
classes
5. Separate students into
career tracks and
pursue remedial
training through
contextualized learning
in career track classes.
A workshop on updated
BSC Tri-Chairs, IR
Basic Skills data , forms,
and processes is
developed to be
implemented ahead of
Spring 2012 Program
Reviews
1. Provide dedicated
BSC Tri-Chairs
basic skills action
plan funding.
2. BSC implement “call
for proposals” process.
1.
6. Offer a series of workshops
providing background on the
Basic Skills Initiative and on
interpreting local basic skills
data.
7. Support innovation of curricular
and support functions and staff
development opportunities that
address basic skills needs.
8
Ongoing
Provide data for
Program Review
Ongoing
Established
basic skills
action planning,
implementation,
and assessment
3. Establish professional
development activities
supporting
collaboration between
Basic Skills and other
faculty and staff in
establishing common
goals across the
curriculum.
process.
9
Goal 3: Develop Initiatives to Enhance Retention
Objectives:
To ensure all students go through the matriculation process, which is the first crucial step in being able to direct them down the most appropriate
path. (Education Master Plan)
To offer targeted services and programs to assist the access and success of diverse and non-traditional student populations. (Education Master Plan)
To implement a tailored First Year Experience Program in which students receive guidance to identify their educational goals and create an
educational plan to attain those goals. (Education Master Plan)
Strategy
1.
Activities
Responsibility
Cost (if
applicable)
Spring 2012
None
1.1
stablish a
streamlined
mandatory
matriculation
process for new and
returning students
E
I
Identify current
Student
matriculation
Development
process and reevaluate the
sequence of that
process.
1.2 Research
IR
matriculation
restrictions and
policies (i.e.
limitations with
existing
technology; state
and local
regulations;
financial aid
requirements, etc.)
1.3
R
Require students
new to college to
participate in
orientation
programs which
will apprise them
of the knowledge
and skills needed
for success in
Timeline
Advising focused on
clarity of
goals/intentions and
student education
planning.
Student goals at
matriculation and each
later registration are
identified; input is
received and
incorporated into
decision making.
2012-2013
TBD
10
Outcomes
Evaluate student
success in achieving
goals.
college courses.
1.4
Require students
to declare a
program of study
by the end of their
second semester.
2. Strengthen existing
services and
augment other
resources for diverse
and non-traditional
populations (i.e.
Veterans,
International
Students, Hispanic)
2.1
I
Increase
information and
support prior to
entry.
Student
Development
2012-2013
2.2
D
Develop
collaborative
partnerships with
campus
departments and
off-campus
organizations to
leverage the
limited resources
available for
specific student
populations.
TBD
Create a Veterans
Resource Center
Increased participation
and completion rates
that reflect the growing
diversity of our student
population.
Improve and expand
collection, analysis, and
dissemination of
information related to
students’ transitions to
employment or higher
education.
2.3
F
Facilitate
intentional
campus
communication on
veteran’s issues
through the
veteran services
coordinator and
the VET.
11
2.4
C
Collaborate with
BIT to create a
Veterans
Education Team
(VET).
2.5
O
Offer targeted
services and
programs to the
Hispanic
population, as it is
projected to grow
by over 20% in
the next 10 years.
2013-2014
2.6
P
Post assessment
results and course
recommendations
on Web Advisor
with ability for
students to
hyperlink to
advising.
2.7
I
Increase
interactions with
advisors/counselo
rs by establishing
a series of
communications
to all students.
2.8
A
Advisors
collaborate with
12
faculty to
encourage
students to
develop student
education plans.
1. Implement First
Year Experience
program
3.1 Provide a curricular
and co-curricular plan
of instruction,
advisement and
coaching to facilitate
the academic and
personal transition to
college and guides
students in becoming
independent members
of the college
community.
Student
Development
Research and pilot
phases (2012-2013)
IR
Implement FYE
program (2013-2014)
Assess FYE program
(Annual)
Basic Skills
Committee
Spring 2012
Convene Steering
Committee
Research best practices
Summer 2012
3.2 Partner with faculty
and counselors to
assist students in
developing academic
and career goals that
meet the student’s
needs, interests and
strengths.
Develop framework for
program
Fall 2012
Develop LC/support
classes
Develop detailed
assessment plan
3.3 Facilitate the
development of
supportive
relationships among
students, faculty, and
staff in order to create
a college experience
Spring 2013
Submit budget request in
budget process
Fall 2013
Implement FYE
13
TBD
The Student Learning
Outcomes are as
follows:
1. Students will be able
to effectively access the
support services and
resources needed to be
successful.
2. Students will
November,
identify2011
appropriate
conduct for an
academicJanuary,
setting.2012
3. Students will apply
critical thinking skills
in assignments.
4. Students will
develop an academic
plan and a career plan.
5. Students will
navigate computer
resources essential to
GS 6 andSep
other
2012
courses.
6. Students will have
an informed
educational goal/career
Dec 2012 pathway.
that maximizes each
student’s unique
potential.
Components of FYE:
a.
equires students
with lack of
college readiness
to participate in
support resources.
b.
R
R
equires students
receiving Board
of Governors fee
waivers to meet
various conditions
and requirements.
c. Requires students
to begin
addressing Basic
Skills deficiencies
in their first year
d. Develops and uses
technology to
better guide
students in their
educational
process
e. Requires students
to complete
student education
plans.
14
Goal 4: Align Resources with Student Success
Objectives:
To offer courses from a master schedule that will allow students to complete their educational goals as specified in their SEP in a minimum amount
of time. (Education Master Plan)
To allocate resources to coursework and activities where students have been shown to have the highest rates of persistence and degree completion.
(Education Master Plan)
To promote the success of the many students with responsibilities such as working and parenting by offering more courses online, at non-traditional
times (e.g., nights, weekends), and by promoting childcare services. (Education Master Plan)
Strategy
Activities
Responsibility
Timeline
1. Regularly and
systematically assess the
educational needs of
students, business and the
community to design
programs, schedules, and
services
Assess the validity of “101
Corridor” sites against
student’s educational
needs, community needs,
and fiscal outlook
Cabinet
Spring 2012
2
2.1
EMC
e and Cabinet
FY 2012-13
scheduling
allocation
Align course offerings to
meet student needs.
Reallocate TLUs to
support student
success and
completion
2.2
Collaborate with the
BPC to develop a
more accurate three
year FTES and
fulltime and associate
faculty TLU
projections.
Cost (if
applicable)
None
None
None
C
BPC/Cabinet
Annually
TBD
15
Outcomes
TBD
TBD
2.3
Provide highly
structured curriculum
pathways that supports
student degree/goal
completion
2.4
Allocate resources to
coursework and
activities where
students have been
shown to have the
highest rates of
persistence and degree
completion.
2.5
P
Administrators
responsible for
course scheduling
Fall 2014
TBD
A
Administrators
responsible for
course scheduling
Annually
IRD
Fall 2012
BPC/Cabinet
S
FY 2013-14 Budget
$150,000
Student
I
Development and
Instruction
Beginning FY
2013-24
TBD
Develop student focus
groups and/or more
detailed surveying to
ensure that courses are
scheduled at times that
are convenient for
students.
3.
I
3.1
nvest in new resources
for enhance student
success and goal
attainment
4.
Support innovation of
student success
curriculum and
services through
dedicated set aside
funding
I
ncrease student
enrollment
1.1
Increase FTES 2%
annually.
16