Overview
Enrollment
Management
Making A
Difference
Enrollment management is a
concept and process
that
enables
the fulfillment of
institutional mission
and
students’ educational goals
Making A
Difference
Enrollment Management Conceptual Framework
Sustainable Optimal
Enrollment Outcomes
Tactics
Strategies
Infrastructure
Enrollment Goals
Analysis Enrollment Data Indicators
Institutional Strategic Plan
Making A
Difference
EMC Membership
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Making A
Difference
•
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VPISD: Co-Chair: Keith Snow-Flamer
Faculty: Co-Chair: Bruce Wagner
1 Student: Neisha Strnad
1 Classified staff selected by the CSEA President: Barry
Tucker
Associate Deans: Erin Wall, Tracey Thomas, Joe Hash
IR Director: Angelina Hill
3 Student Development Staff: Kathy Goodlive, Sheila Hall
and Lynn Thiesen
Director of Marketing: Paul DeMark
5 Faculty-appointed by the Academic Senate: David
Gonsalves, Pam Kessler, Barbara Jaffari, Harry Pyke,
and Danny Walker
KT Representative: Jolene Gates
Del Norte Representative: Anita Janis
Goals of Enrollment
Management include:
• To stabilize optimal enrollments keeping in mind
the fiscal and physical capacity of the institution
• To evaluate enrollment management strategies
(track what works and change what doesn’t
work) Creating a data-rich environment to inform
decisions and evaluate strategies
• To strengthen communications and marketing
with internal and external stakeholders
Making A
Difference
Goals of Enrollment
Management include:
• To increase collaboration among departments
across campus to support the enrollment
program.
• To develop a capacity to anticipate immediate
and long term student interests and methods
for improving the ability of the college to
provide for these interests, in a way consistent
with our mission.
Making A
Difference
Five Year Enrollment Update
Slope = -47
– Trend predicts a loss of 47 FTES each year.
Making A
Difference
Five Year Enrollment Update
Location
Eureka
2008 2009
2010 2011
2011 2012
2012 2013
3879.3
4187.4
3739.8
3379.6
3116.2
-233.4
Del Norte
569.8
561.2
484.2
490.6
412.4
-38.5
KT
103.5
117.6
117.2
117.7
94.8
-1.7
Mendocino
350.7
365.6
340.0
299.0
251.9
-26.4
3.1
8.0
7.2
3.8
394.7
382.9
350.1
384.2
368.5
-5.1
5298.0
5617.8
5039.3
4678.2
4247.5
-304.1
SH
VC
Grand Total
Making A
Difference
2009 2010
Trend
(average
change)
FTES by Fall Term by Student
Location
Location
Non-Resident Resident Total
Fall 2013
Eureka
Del Norte
Mendocino
101 Corridor
Klamath-Trinity
Online
Southern Humboldt
64
3
6
1
0
0
1
1,453
228
105
86
55
30
5
1,517
231
111
87
55
30
6
Eureka
Del Norte
Mendocino
101 Corridor
Klamath-Trinity
Online
Southern Humboldt
49
1
3
4
0
0
1
1,518
237
158
113
57
26
9
1,567
238
161
117
57
26
10
Fall 2012
Making A
Difference
FTES for Spring 2014 by
location
Making A
Difference
2014-15 FTES goal
• Resident FTES
• Non resident
• Noncredit
Making A
Difference
Best Case
4,519
226
32
Realistic Case
4,200
226
32
Challenges
Establishing and meeting our optimal
enrollment goals is both a challenge
and an incredible balancing act
– Weigh short-term vs. long term goals
– Let the data drive the decision
Making A
Difference
Challenges
Changing the infrastructure to meet demand
Allocating resources to where they’re needed
Reviewing how students are placed into courses
Adjusting to new “directive approach”—less
choice
Making A
Difference
Developing a new way of seeing degrees and
certificates—ADTs vs. Associate degrees
Challenges
Sink or “swim” is gone:
• The public expects us to help
students succeed for the price they
are paying for tuition and fees.
• Accountability in higher education is
shifting from access to retention and
goal attainment.
Student Success Initiative
Making A
Difference
Enrollment will turn around: We are
doing what we should be doing
• We have counselling and academic advising
• We have orientations and a College 101
program
• We have some learning communities
• We have academic support centers
Making A
Difference
We are doing what we should be doing
• We have instructional support targeted at
courses in which many students evidenced
poor levels of academic performance—basic
skills
• We have student-faculty interactions
• We have a math summer bridge program
Making A
Difference
We have an effective and efficient scheduling
process to optimize enrollment and meet student
needs:
Making A
Difference
•
We continue to prioritize transfer, vocational and basic skills
course scheduling that aligns with student needs.
•
We use the course cancellation framework to strategically cancel
low enrolled classes (cost vs projected revenue) without
sacrificing student access.
•
We reallocate TLUs from low efficient courses/areas to areas
that can generate FTES/FTEF.
•
We set a goal of less than 10 percent cancellation rate for credit
courses programming
•
The deans/directors and course scheduler review trend data by
section basis during the planning process. Examining the
historical trends ensure that the same sections are not
scheduled and cancelled for multiple semesters in a row.
Enrollment will turn around:
What else could we be doing?
Reinforce academic quality
• The role of academic program
quality and availability is vital in
student choice.
Making A
Difference
• The issues that drive them to attend
college almost all revolve around the
pursuit of an academic major or
specific goal.
Enrollment will turn around:
What else could we be doing?
• Increase dual enrollment
• Focus on developing online courses
• Increase noncredit & contract
education
• Improve relationships with high
schools
Making A
Difference
Enrollment will turn around:
What else could we be doing?
• Focus on reverse transfers: Allow students to earn
an associate’s degree along the way if they transfer
to the four-year partner before earning it at the
community college.
• Offer classes in 101 corridor
• Focus on retention--SEPs will allow for better
scheduling—react to student needs
• Clearer and simpler matriculation and educational
pathways
Making A
Difference
• Reallocate faculty to FTES generating areas
Enrollment will turn around:
What else could we be doing?
• Mandatory counseling/ advising and
orientation
• Review and simplify the matriculation
process
• Provide clearer degree and certificate
pathways
Making A
Difference
• Bring the initiatives we’re doing on a small
scale up to scale a that affects a wider
number of students
Enrollment will turn around:
What else could we be doing?
Accreditation
Build confidence!
Making A
Difference
Conclusion:
• Committed to creating the best possible educational
experience at the CR
• Establishing strong connections with principals,
superintendents and high school counselors
• Increasing our enrollment management efforts for the long
term economic benefit of the college
• Increasing retention and graduation rates
• Creating an infrastructure to support our goals
Making A
Difference
• Review our intake process
Math Placement
Making A
Difference
Math Placement
• 86 lands them in MATH-120
• 76 to 86 lands in an advising zone
between Math 120 and 380
• 46 to 75 lands them in MATH 380
This would put us in the top quartile of 2
and 4-year institutions.
Making A
Difference
Math Placement CR/Butte
Making A
Difference
•
The cutoff score to get into Pre-Algebra at Butte is slightly
lower than the top of the range of scores at CR for
Arithmetic.
•
A student with a score at the very bottom of the
"PreAlgebra" placement at Butte would be placed in
Arithmetic at CR, but students not quite at the bottom, but
still in the lower range of PreAlgebra at Butte would be
placed into the "Advising Zone" between Arithmetic and
PreAlgebra at CR.
•
The cutoff for Elementary Algebra at Butte is at about the
upper third of CR's PreAlgebra placement range.
•
For Intermediate Algebra, CR's cutoff is lower than Butte's.
It isn't clear exactly how the Butte cutoff compares to CR's
Math Placement
It is important to note that we use
"multiple measures" at CR and have been
working on improving the intake process.
Math placement at CR involves more
than just Accuplacer scores. So any
analysis of how well our placement is
working would need to include more than
just Accuplacer score information.
Making A
Difference
Making A
Difference