2012 Summer Session Department Meetings
Resulting Feedback and Questions
Continuing Support to Department Chairs & Administrative Support
 Clarify differences between 101, A93-101, 104, 136 and 131 funding; need
for further orientation and/or training on the different funding streams
o Jack Jorgensen, Beth Giles, and Melissa Amos-Landgraf will hold a thirty
minute learning session on funding including A93-101 summer session
funding for all department chairs and their admin. support staff on
August 29, 2012
 Continue to provide summer data and allocation process materials to
department chairs and their admin. support staff on an annual basis
o Department summer session PowerPoint and data packet to be used at
faculty meetings in early fall
o Continue support to departments pertaining to needs, questions, and
concerns about summer course offerings
Data & Marketing Research
 Desire more summer session survey data specifically from School of
Education vs. university as a whole (SoE student and department surveys)
 Desire to see more information addressing outside factors contributing to
significantly lower enrollments over the past few years
 Questions on what incentives will attract students to enroll in summer
courses (credit, non-credit, length, dates, etc.)
 Further insights regarding state policies and school district changes that
influence summer enrollments (e.g., course credit may no longer be
applicable to licensure, advancement on pay scale, cost no longer paid by
school district, etc.)
 Need for graphs and data comparing summer session to fall and spring
sessions to see if there are similar or different course enrollment trends
 Marketing needs for departmental and SoE survey for determining what new
courses to develop and offer during summer and which to discontinue
 Determining what courses to invest time and financial resources into
o Marketing Specialist will assist with marketing needs such as
conducting surveys, research, analyses, and preparing marketing plans
and materials as needed by departments
o Marketing Specialist will work with Jack Jorgensen and SoE department
chairs to conduct surveys and analyses to collect student data to further
expand upon the February, 2012 survey results from the Division of
Continuing Studies
o In-depth marketing analyses to compare state and school district
changes, guidelines, and policies to find additional data and trends
Specific Funding Questions
 Are there development dollars available for creating/converting courses to
an online or blended format
 Feedback on how summer salary affects cost per student and enrollments
o Should salary for summer department chair responsibilities be
disconnected from having to teach a summer course?
o Cost of paying professor for 4 wks. vs. 8 wks. (vs. instructional hours)
 Comparisons between cost of full time professors and T.A.’s
Department Allocation & Course Policy
 What does Division of Continuing studies look at when determining
allocation to schools and colleges
o Division of Continuing Studies looks at summer enrollment numbers, the
cost per student, and the overall spending and budget when
determining allocations
 Questions on why only 101 funded courses are crucial for data purposes and
not 104
 What is the policy of the SoE for no longer supporting an under-enrolled
course - need to determine a specific time frame for when a course is no
longer supported (e.g., three years of course being under-enrolled results in
denial of funding)
 Determine over-arching goals for summer session that can be communicated
by department chairs to their faculty
o What is the overall campus goal of offering summer courses?
o What are departments striving to address when developing their
plans for summer session (e.g., high demand, gateway courses)?
o What are the conversations department chairs should be having with
their faculty and staff?
Organization of Courses
 How do “guest students” get factored into enrollment numbers (e.g., guest
students from other campuses enrolled in UW Madison courses – graduate,
undergraduate, special, transfer, etc.)
 Stacked vs. non-stacked courses: how are the enrollments counted and
displayed