College of the Redwoods
DRAFT Enrollment Management Plan 2011-2014
Statement on Enrollment Management
College of the Redwoods understands that enrollment management is an institution-wide,
intentional, and comprehensive process that is designed to provide student access and success.
While Enrollment Management is a responsibility shared by all at CR, the Enrollment
Management Committee (EMC) has been given the primary responsibility for recommending
and supporting enrollment initiatives that are aligned with College resources. The purpose of the
Enrollment Management Plan is to enhance student learning and college experiences, student
satisfaction, and as a byproduct, improve student retention and completion rates of our students.
Our ultimate measure of success is determined by the retention and success of our students in
achieving their educational goals.
Enrollment Management Primary Goals include:
 Stabilizing enrollments (control growth and plan for fluctuations)
 Linking academic and student services programs
 Establishing effective enrollment management procedures in response to changing fiscal
resources
 Improving services (increase satisfaction and reduce paperwork)
 Evaluating enrollment management strategies (track what works and change what doesn’t
work)
Vision
College of the Redwoods is a learning community where lives are transformed.
Mission
College of the Redwoods puts student success first by providing outstanding developmental,
career technical, and transfer education. The College partners with the community to contribute
to the economic vitality and lifelong learning needs of its service area. We continually assess
student learning and institutional performance and practices to improve upon the programs and
services we offer.
Values
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Student Success and Access: We put students first, ensuring that student learning,
advancement, and access are pivotal to all we do.
Educational Excellence and Innovation: We value ongoing and systematic planning
and evaluating methods that move us toward excellence.
Honoring Diversity: We value all members of our community and strive to create a
diverse, nurturing, honest, and open environment.
Participatory Governance: We value ethical behavior and strive to create a culture
where all students, staff, faculty and administrators engage in inclusive, ongoing and self
-reflective decision making.
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Environmental Awareness: We value the environment and the need to minimize our
impacts upon it, utilizing sustainable practices and acting as global citizens.
Community Development: We value the economic and intellectual development of the
various communities we serve.
Supportive Culture: We strive to create a supportive, problem-solving culture, and we
recognize the proven usefulness of an interest-based approach (IBA) for achieving trust,
cooperation and effective problem solving.
Linking Enrollment Management and Academic Programs
The quality of CR’s core academic programs and services can only be developed and maintained
in a stable enrollment environment. Based on these programs and services, students will make
the choice whether or not to attend the College or persist or drop out of the CR.
Student Focused
Since students have the freedom to choose the college they wish to attend, enrollment
management should establish early-on a client relationship with CR students, parents and the
community. A students’ perspective and CR’s needs should always be kept in the forefront
when developing and offering services, launching new programs and initiatives, and evaluating
enrollment management plans.
Optimum Enrollment
Optimum enrollment can be defined as the figure that indicates revenues and expenditures are in
balance. It is the number that falls between the maximum and minimum fiscal and physical
capacity of the institution.
Strategic Plan Core Themes (draft)
1. College of the Redwoods will employ programs, services, and organizational structures
to meet the needs of learners and ensure student success.
2. College of the Redwoods will provide, in partnership with the community, training and
education to contribute to the economic vitality and lifelong learning needs of the
community.
3. College of the Redwoods will proactively pursue strategies that will lead to fiscal and
operational sustainability.
4. College of the Redwoods will develop infrastructure, adopt best practices, and practice
analytics, to take advantage of current and emerging technologies to support the learning
environment and enhance institutional effectiveness.
5. College of the Redwoods will engage in activities and initiatives to elevate the college’s
profile in the community.
2 Education Master Plan Themes (current 2009-2020)
1.
2.
3.
4.
5.
Student-oriented support services and activities
Evaluation and development of curricula and programs
District economic development
District resources
Institutional effectiveness
Planning Assumptions
The Mission and the Vision Statements, Strategic Plan, and the Education Master Plan are the
driving forces in the development of the Enrollment Management Plan. The Enrollment
Management Committee members are aware of the responsibility to develop goals, objectives,
and activities that are within the context and framework of the Mission and Vision statements
and Education Master Plan. The alignment of the Enrollment Management Plan with the
Education Master Plan represents a collaborative effort to accomplish the expectations of the
College strategic direction while maintaining our charge.
There are several assumptions that form the foundation for this three year Enrollment
Management Plan:
 Satisfactorily address the Student Success Task Force recommendations
 Develop objectives and actions that are explicitly aligned with the Education Master Plan
 Positively affect the Institutional Effectiveness Measures Scorecard
Enrollment Management Goals and Objectives
Goal 1. Increase College Preparedness
Objectives:
 Improve the academic and college preparedness for students.
 Identify barriers to college readiness.
 Offer targeted services and programs to assist the access and success of targeted groups.
Goal 2. Support Basic Skills Programming
Objectives:
 Improve student progression through the basic skills sequence.
 Develop actions for providing non-Credit and adult education.
 Reduce additional burdens faced by basic skills students through alternative initiatives.
Identify opportunities for contextualized basic skills education.
Goal 3: Develop Initiatives to Enhance Retention
Objectives:
 Ensure all students go through the matriculation process. (Education Master Plan)
 Strengthen existing services and augment other resources to enhance access and success
for underrepresented .
 Implement a First Year Experience Program in which efforts are tailored to insure
students receive guidance to identify their educational goals and create an educational
plan to attain those goals.
3 Goal 4: Align Resources with Student Success
Objectives:
 Offer courses that will allow students to complete their educational goals as specified in
their Student Education Plan (SEP) in a minimum amount of time.
 Direct resources to support coursework and activities where students have been shown to
have the highest rates of persistence and degree completion.
Goals, Objectives, and Activities
The goals of the Enrollment Management Committee were developed to support the goals of the
Strategic Plan and the Institutional Effectiveness Scorecard and the planning activities of the
Student Equity Committee and the Basic Skills Committee. The planning process included
solicitation of ideas from several enrollment management subcommittee planning work sessions,
review and approval of the Enrollment Management Committee, as well as review and feedback
from the Student Equity Planning Committee, Basic Skills Committee, and constituent groups.
Overall enrollment statistics, results of the Institutional Effectiveness Scorecard indicators, and
the success of each of the enrollment management plan’s activities will be assessed and updated
as appropriate at the conclusion of each academic year. Objectives and activities may be added
or deleted as a result of assessment of the college’s institutional effectiveness scorecard
indicators, Educational Master Plan objectives, and assessment of the program review data.
4 College of the Redwoods – Institutional Effectiveness Measures
Effectiveness
Indicators
Retention
Persistence
Outcome Measures
2008/09
2009/10
2010/11
Estimated
74%
96%
Course Retention/Participation Rates
79%
77%
Term Retention Rates
94%
94%
By Cohort Group
Full‐Time Retention Rates
84%
83%
81%
By Cohort Group Click + sign to expand data set
By Ethnic Group Click + sign to expand data set
Fall to Spring
63%
66%
61%
Fall to Fall (from previous Fall)
48%
45%
44%
2011/12
Target
77%
96%
83%
68%
50%
Average # of Terms to Degree
Access
Revenue
Per 320 Report
Success
Satisfaction/Perception
Productivity
Full‐Time during first term
6.60
7.10
7.53
Part‐Time during first term
8.05
8.57
7.89
College Preparedness Rates
English
27%
25%
27%
27%
Math
24%
27%
30%
23%
Basic Skills Progression
English
34.0%
37.0%
Data forthcoming
Math
37.0%
38.0%
Data forthcoming
Section Cancellation Rates
15%
14%
6%
6%
District Student to Advisor Ratio
Eureka
2127 : 1
1179 : 1
1005 : 1
Mendocino
N/A
N/A
N/A
Del Norte
1119 : 1
N/A
N/A
District Student to Counselor Ratio
Eureka
6380 : 1
3538 : 1
3015 : 1
Mendocino
1094 : 1
960 : 1
780 : 1
Del Norte
N/A
1240 : 1
1300 : 1
Financial Aid Participation Rates
53%
56%
59%
57%
High School Enrollment Yield 27%
33%
Data forthcoming
Student Headcount
10197
10763
9150
8720
By Ethnic Group Click + sign to expand data set
FTES (Total)
5468
5767
5460.32
5204
FTES (Resident)
5271
5060
5201
4972
Annual Budget Reserve (311 Report)
5.1%
12.3%
6.3%
ARCC Rates Data
Student Progress & Achievement
52.7%
54.9%
47.4%
56.2%
Basic Skills Improvement
49.2%
52.4%
52.5%
55.9%
Course Success Rates (participating students)
89%
88%
89%
90%
Student Achievement
597
498
602
591
Degree/Transfer
5%
4%
5%
1%
Degree/No Transfer
2%
1%
2%
2%
Certificate
2%
2%
3%
3%
Transfer w/o CR Completion
19%
13%
10%
7%
No Transfer or CR Completion
73%
80%
80%
88%
% of Courses with SLO's
N/A
100%
Data forthcoming
Average Grades Awarded
2.46
2.43
2.51
Transfers to 4‐Year Institutions
Click + sign to expand data set
Total Transfers
538
646
648
551
Total Completions
529
600
Data 590
forthcoming
By Ethnic Group Click + sign to expand data set
By Cohort Group Click + sign to expand data set
Licensure Exam Pass Rates
Data forthcoming
Job Placement Rates
Data forthcoming
Student Satisfaction‐‐instructional
Data forthcoming
Student Satisfaction‐‐services
Data forthcoming
Fill Rates
64%
72%
79%
80%
Physical Fill Rate (Room Capacity)
47%
48%
57%
60%
Efficiency Rate: FTES / FTEF
33.71
34.64
34.89
37.04
Cost per FTES
$ 2,125.71 $ 2,032.85 $ 2,064.18 $ 2,000.37 FTES/Calculated Sections
2.7
2.81
2.79
2.94
5 Goal 1. Increase College Preparedness
Objectives:
 Improve the academic and college preparedness for students.
 Identify barriers to college readiness.
 Offer targeted services and programs to assist the access and success of targeted groups.
Activities
Responsibility
Anticipated
Completion Date
Cost (if applicable)
Outcomes
1.1 (Internal) Develop CR
definition of college and
career readiness.
1.2 (External) Collaborate with
K-12, community education
and adult education to
jointly develop common
core standards for college
and career readiness.
CR & HCOE (include DN
& Mendo HS) CIOs,
CSSOs, Deans, academic,
CTE and student services
Faculty, academic and
CTE employers
1. F 2013
Faculty release time
1. College Ready definitions,
for both transfer and CTE,
that includes:
a. Math
b. English
c. College success skills
2. Adopt definition of “college
and career readiness.”
2.1.a Research evidence of
improvement through summer
bridge programs.
2.1.b Identify research based
successful programs.
2.1.c Choose a model.
2.1.d Create a program.
2.1.e Implement program.
2.1 Design English “score
higher” workshops for high
school and non-traditional
students modeled on “Math
Jam”.
2.2 Implement statewide
standardized assessment
program.
HCOE, CSSO, CIO, and
Math, English, Counseling
faculty and Advisors.
Faculty and
Administration salaries
for program design
1. Increase student placement
one course level higher in
either math or English
2. Develop baseline data
2. F 2013
3. Follow State
Guidelines for
Implementation
Summer 2013
Spring 2014
Depends upon State
creation and
acceptance of
guidelines and
assessment tools.
6 Goal 2. Support Basic Skills Programming
Objectives:
 Improve student progression through the basic skills sequence.
 Develop actions for providing non-Credit and adult education.
 Reduce additional burdens faced by basic skills students through alternative initiatives.
 Identify opportunities for contextualized basic skills education.
Activities
Responsibility
Anticipated Completion
Date
Cost (if applicable)
Outcomes
Support the development
of a peer mentoring
program that targets basic
skills students
Counseling/Advising
Fall 2014
Work study positions for
students
Approximately $50,000
Increase persistence,
retention and student
satisfaction.
2. Utilize outcomes from
BSC’s Program
Review to recommend
appropriate courses for
basic skills students.
Institutional Research
Department and BSC
Spring 2013
TBD
Develop baseline data
3. Recommend TLU in
support of innovation
of curricular and
support functions and
staff development
opportunities that
address basic skills
needs.
BSC, Deans of Academic
Affairs and Career and
Technical Education,
Faculty, Coordinator of
Advising
Fall 2013
Faculty release time
Increase retention,
persistence and student
satisfaction.
1.1 Research successful
peer mentor programs
1.2 Create training
program for Peer
Mentors.
7 4.1 Explore feasibility of
non-credit basic skills
courses.
4.2 Develop alternatives to
traditional basic skills
courses/course.
BSC, English and math
faculty, Curriculum
Committee and Director of
Community Education,
HCOE (CIO, Deans,
Faculty), Students.
Spring 2013
Exploration
Spring 2014
Development
8 Varies depending on
alternative. Most
alternatives have a startup
cost and then the on-going
cost per student or class.
Documented discussions
are held during Spring
2013 and Fall 2014.
Goal 3: Develop Initiatives to Enhance Retention
Objectives:
 Ensure all students go through the matriculation process.
 Strengthen existing services and augment other resources to enhance access and success for underrepresented populations.
 Implement a First Year Experience Program in which efforts are tailored to insure students receive guidance to identify their educational
goals and create an educational plan to attain those goals.
Activities
1.1 Require students new to
college participate in the
matriculation process:
assessment, orientation,
advising, which will apprise
them of the knowledge and
skills needed for success in
college courses.
1.2 Define SEPs and process
1.3 Require that students develop
a student education plan by
the end of their second
semester.
1.4 Develop academic pathways
2. Offer services and programs
for underrepresented
populations.
Responsibility
Anticipated Completion Date
Cost (if
applicable)
Student Development
2013-2014
None
IR
Student Development
Student Development
2012-13
2013-14
Academic Affairs and
Student Development
2013-14
TBD
Student Development
2013-2014
TBD
IR
IT
9 Outcomes
Provide data (i.e. academic
program, course schedule
projections, and/or degree
audit) to EMC for data-driven
decision making in TLU
allocation.
1. Create a Veterans
Resource Center
2. Increased
participation and
completion rates that
reflect the growing
diversity of our
student population.
3. Improve and expand
collection, analysis,
and dissemination of
information related to
students’ transitions
to employment or
higher education.
4. Support funding for
curricular innovation
for underrepresented
student populations.
5. Evaluate indicators
from the Student
Equity Plan.
3. Provide a curricular and cocurricular First Year
Experience (FYE) plan of
instruction, advisement and
coaching to facilitate the
academic and personal
transition to college.
Student Development
Fall 2013
Implement FYE
IR
Fall 2014
EMC Assessment
Basic Skills Committee
10 Approximately
$50,000
Assess student achievement,
success, improvement, and
retention data.
Goal 4: Align Resources to Support Student Success
Objectives:
 Offer courses that will allow students to complete their educational goals as specified in their Student Education Plan (SEP) in a minimum
amount of time.
 Direct resources to support coursework and activities where students have been shown to have the highest rates of persistence and degree
completion.
Activities
Responsibility
Anticipated
Completion Date
Cost (if applicable)
Outcomes
1. Assess the efficacy of “101Corridor” sites with regard
to student’s educational
needs, community needs,
and fiscal outlook.
Cabinet
Spring 2012
None
TBD
2.1 Reallocate TLUs to support
student success and
completion
EMC and Cabinet
FY 2012-2013
scheduling allocation
None
TBD
2.2 Collaborate with the BPC to BPC/Cabinet
develop a more accurate
three year FTES and
fulltime and associate
faculty TLU projections.
IR
2.3 Develop student focus
groups and/or more detailed
surveying to ensure that
courses are scheduled at
times that are convenient
for students.
2.4 Assess student success and
retention for student taking
over 15 units per semester.
IR
Annually
None
Fall 2012
TBD
Fall 2012
None
11 Discussion of pros/cons of
allowing students to take
more than 15 units.
3. Support innovation of the
curriculum and services
through dedicated set-aside
funding
BPC/Cabinet
FY 2013-14 Budget
$150,000
4. Increase non-resident FTES
5% annually and conduct
on-going assessment and
analysis of the impact
Student Development and
Instruction
Beginning
FY 2013-14
TBD
12