Enrollment management Plan 2012-2014
E
Management Plan 2012-2014
2012-2014
Enrollment
San Luis Obispo County Community College District
San Luis Obispo County Community College District
Enrollment Management Plan 2012-2014
San Luis Obispo Campus
North County Campus
South County Center
Distance Education
San Luis Obispo County Community College District
San Luis Obispo County Community College District Vision, Mission, and Values Vision Cuesta College is dedicated to accessible, high-‐quality education for the support and enhancement of student success, professional development, and the community we serve. Mission Cuesta College is an inclusive institution that inspires a diverse student population to achieve their educational goals. We effectively support students in their efforts to improve foundational skills, transfer to four-‐year institutions, earn certificates or associate degrees, and advance in the workforce. Through dynamic and challenging learning opportunities, Cuesta College improves lives by promoting cultural, intellectual, and professional growth. We prepare students to become engaged citizens in our increasingly complex communities and world. Values Access, Success, and Excellence
Mission Statement revised May 2013.
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Table of Contents Introduction………………………………………………………………………………………………………………………… 1 Enrollment Management Committee Initiative #1……………………………………………………………… 8 Enrollment Management Committee Initiative #2……………………………………………………………… 9 Enrollment Management Committee Initiative #3……………………………………………………………… 11 Enrollment Management Committee Initiative #4……………………………………………………………… 13 Enrollment Management Committee Initiative #5……………………………………………………………… 15 Enrollment Management Committee Initiative #6……………………………………………………………… 17 Enrollment Management Committee Initiative #7……………………………………………………………… 18
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San Luis Obispo County Community College Enrollment Management Plan 2012‐2014 Introduction The San Luis Obispo County Community College Enrollment Management Plan 2012‐2014 is a two‐year operational plan that includes strategies in support of the district’s Mission, Educational Master Plan, and Strategic Plan. Enrollment Management Planning Assumptions: A common model of developing planning assumptions, building strategies to support those assumptions, expecting certain outcomes, and assessing outcomes has been used for this plan and is part of the San Luis Obispo County Community College District’s strategic planning process. The following are the most current assumptions using data received from the Chancellor’s Office and from other internal and external sources. The economy is unpredictable. The San Luis Obispo County Community College District’s funding cap determined by the state is subject to frequent change. The San Luis Obispo County Community College District will have a workload that supports a balanced budget. The San Luis Obispo County Community College District will pursue marketing strategies to support the FTES goals. The FTES target must be within a flexible range to increase or decrease based on information from the state regarding the budget. CSU/UC’s are unpredictable in their enrollment actions. The institution will focus on scheduling its programs by using data. The institution will closely monitor the impact of unfunded FTES on the overall budget. Every effort will be made to communicate targeted FTES’ to all constituent groups. Facility usage will focus on maintaining or increasing efficiency for courses. Enrollment Management Plan Purpose Statement: The purpose of the Enrollment Management Plan is to articulate initiatives and corresponding strategies and benchmarks for addressing these initiatives that ultimately assist the San Luis Obispo County Community College District in meeting its Mission, Institutional Goals, and Institutional Objectives. The Enrollment Management Plan also identifies data‐driven initiatives that incorporate enrollment targets and outlines strategies and benchmarks to achieve those targets while focusing on student success.
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The Enrollment Management Committee is responsible for developing and annually assessing this district‐wide plan based on collaborative planning, institutional research, and community input that is driven by and supports the San Luis Obispo County Community College District’s Mission, Educational Master Plan, and Strategic Plan. The committee analyzes enrollment data to identify a means to recruit, enroll, and retain students in pursuit of associate degrees, certificates, transfer to a four‐year university, enrichment classes and/or non‐credit classes. The Enrollment Management Committee assesses this plan annually and updates initiatives, and/or strategies and benchmarks accordantly, based on current district challenges, priorities or Institutional Objectives. The Enrollment Management Plan is tied to the budget allocation process and the Institutional Program Planning and Review through recommendations the Enrollment Management Committee makes to the Planning and Budget Committee and the President/Superintendent on the target number for Full Time Equivalent Students (FTES). These recommendations drive the base apportionment which is a main source revenue for the institution.
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San Luis Obispo County Community College District’s Integrated Planning Model The San Luis Obispo County Community College District model of integrated planning is included in this document to present an overview of how resource allocations are tied to planning. This model depicts how the components in district planning processes link to one another in a cycle of evaluation, development of goals and objectives, resource allocation, plan implementation, and re‐evaluation. It is through the regular sequence of these planning practices that the district assesses institutional effectiveness and uses those assessments to continually improve the college’s services to students. Research is central to the San Luis Obispo County Community College District model of integrated planning because plans are developed based on data, and plan outcomes are assessed using quantitative and qualitative data. With this grounding in research, the components of the district’s model of integrated planning are as follows: The San Luis Obispo County Community College District Mission describes the intended student population and the programs and educational services that the district provides to the community. As such, this statement is the foundation for all planning processes. Periodic data analysis includes the use of: District data to assess its current effectiveness in meeting the San Luis Obispo County Community College District mission and Community demographic data to foresee challenges and opportunities. Based on these data, current and anticipated challenges are identified. These challenges are foundational for the development of the Educational Master Plan and the Facilities Master Plan. Through the process of developing the Educational Master Plan, the district develops Institutional Goals that are intended to focus the district in advancing the mission and meeting the identified current and anticipated challenges. In the development of the Strategic Plan, the Institutional Goals are used to develop Institutional Objectives that describe specific initiatives that will be undertaken to achieve the Institutional Goals. The Strategic Plan informs two other types of short‐ term plans, the Institutional Program Planning and Reviews and the Operational Plans. Resource Allocations are determined at three levels: unit, cluster and institution. These allocations are based on the priorities established in the Strategic Plan, the Institutional Program Planning and Reviews, and the Operational Plans. 5
Once resources are allocated, the district implements the plans by completing the action steps identified in the Strategic Plan, the initiatives in the Operational Plans and by completing the program objectives as identified in the Institutional Program Planning and Reviews.
Annual data analysis includes two types of assessment: 1. Assessments of program effectiveness measure each unit’s effectiveness in comparison to historical data as well as in comparison to the Institutional Goals and Institutional Effectiveness Outcomes. This data analysis is the foundation for the Institutional Program Planning and Review process. 2. Assessments of plan effectiveness measure the district’s progress in achieving Institutional Goals and Institutional Objectives. This data analysis is documented in an annual San Luis Obispo County Community College District progress report that informs the internal and external community about progress toward long‐term goals. The annual progress reports will be compiled and used in the next ten‐year master planning cycle to identify ongoing challenges. The processes that comprise this model of integrated planning are assessed every other year. This assessment is the basis for improvements to the planning processes. A description of this assessment of planning processes and more details on all components of this integrated planning process are available in the San Luis Obispo County Community College District Integrated Planning Manual 2012.
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Enrollment Management Committee Initiative # 1: Collaborate with the Academic Senate, Academic Affairs, Student Services, and local area high school leadership to establish routine counseling visits to local high schools for spring 2013 that pair career technical faculty and transfer faculty with counselors. Strategy Contact local area high school leadership to establish access. (Completed by October 2012)
Develop a master schedule of local high school visitation dates that is integrated with Scheduling and Reporting System (SARS). Form a task group that includes deans, the Director of Counseling, and faculty to monitor and support the implementation of high school visits. The task group will give monthly reports to the Enrollment Management Committee (EMC) containing: A review of the outcomes from local high school visits Calendar and schedule effectiveness and utilization Analyze the impact of high school visits through data analysis and results of surveys
Benchmarks Possible visitation dates identified. Members of Academic Senate, Academic Affairs and Student Services collaborate on visitation dates. Visitation dates are confirmed with high school leadership, faculty and staff. Master schedule is created containing the visitation dates to eight local high schools during the 2012‐2013 academic year. Visitation dates coordinated/aligned with counselors, faculty and staff work schedules and workloads Visits are made to each of the eight high schools. Task group is formed San Luis Obispo County Community College District data, course offerings and upcoming events are shared with high school students, faculty, staff
Monthly reports given to EMC by the Director of Counseling Services reviewing outcomes from high school visits. Regular reports given to EMC by the Director of Counseling Services on the effectiveness and utilization of calendar coordination and schedule.
Increase of high school enrollment over fall semesters Positive feed back received from high school leadership, staff, faculty, parents and students.
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Enrollment Management Committee Initiative # 2: Collaborate with appropriate groups to recommend strategies to increase the number of Latino/Latina high school graduates who may enroll in the San Luis Obispo County Community College District for the 2012‐2013 academic year. Strategies Latina Leadership Network members will provide an overview of state‐ wide and local programs to the Enrollment Management Committee (Completed by May 2012) The Enrollment Management Committee will investigate the feasibility of implementing a cultural audit district‐wide and implement it if feasible. (Completed by October 2012). If the cultural audit is conducted, the results of it will be shared with the Enrollment Management Committee and other appropriate committees. (Completed by February 2012). The Enrollment Management Committee will analyze the feasibility and benefits of the San Luis Obispo County Community College District hosting an annual Latina Leadership Network Conference. (Completed by October 2012) Form a workgroup consisting of Enrollment Management Committee members, faculty and staff whose purpose is to coordinate the annual Edùcate Conference (Completed by November 2012) Workgroup members will attend monthly Latina Leadership Network meetings, reporting on progress to the Enrollment Management Committee beginning in November 2012. The Enrollment Management Committee will analyze whether monetary support for the
Benchmarks
The Enrollment Management Committee receives an overview of the Latina Leadership Network programs.
A district‐wide cultural audit will be implemented if feasible.
Cultural audit results will be shared and used to form future strategies.
Analysis may result in a recommendation that the San Luis Obispo County Community College District host an annual Latina Leadership Network Conference.
A workgroup is formed
Progress reports will be given to the Enrollment Management Committee
Analysis will result in a recommendation to either continue with current funding levels or a change in funding levels.
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development/implementation of the Edùcate Conference should be given. (Completed by December 2012) The Enrollment Management Committee will regularly review data of the recent Latino high school graduates who enroll in the San Luis Obispo County Community College District and recommend strategies to increase that number. (Completed by January 2013) The Enrollment Management Committee will share the strategies to increase the number of Latino high school graduates who enroll in the San Luis Obispo County Community College District with the Latina Leadership Network. (Completed by January 2013) The Enrollment Management Committee will annually evaluate the effectiveness of strategies to increase the number of recent Latino high school graduates who enroll in the San Luis Obispo County Community College District and recommend changes to strategies to maximize that number. (Completed by March/April 2013)
Strategies to increase the number of Latino high school graduates who enroll in the district are created Strategies are communicated to the Latina Leadership Network.
Strategies will remain the same if proven to be effective Strategies will change if proven to be ineffective
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Enrollment Management Committee Initiative # 3: Collaborate with appropriate vice presidents, faculty, deans, and counselors to develop a semester‐by‐semester sequence of courses required for engineering, liberal arts, and business transfer students. Strategy Form a workgroup for engineering course sequence recommendations consisting of engineering and science faculty, a dean, and counselors specializing in engineering transfer. (Completed by October 2012) Form a workgroup for liberal arts course sequence recommendations consisting of liberal arts faculty, a dean, and counselors specializing in liberal arts transfer. (Completed by October 2012) Form a workgroup for business course sequence recommendations consisting of business faculty, a dean, and counselors specializing in business transfer. (Completed by October 2012) Each workgroup will compile a list of core, support, and their associated pre‐requisite courses for their major. (Completed by November 2012) Each workgroup will create a sequential list of courses to complete transfer requirements. (Completed by January 2013) In collaboration with appropriate division chairs, counselors, and deans, a semester‐by‐semester flowchart of courses is generated by each workgroup. (Completed by mid‐March 2013) The Enrollment Management Committee submits the endorsed flow charts to the Vice President of Academic Affairs for feedback from the deans and divisions and to the Vice President of Student Services for feedback from the counselors. (Completed by end of March 2013)
Benchmark
workgroup formed
workgroup formed
workgroup formed
complete list of coursework is created
list of sequential coursework is created
semester‐by‐semester sequence of courses is generated
flow charts are distributed for feedback
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After receiving feedback from the appropriate groups, the workgroups make necessary changes (if required).
Each workgroup presents a flow‐ chart of courses to the Enrollment Management Committee for recommended changes until it is endorsed by the committee. (Completed by April 2013) The Enrollment Management Committee presents an idealized semester‐by‐semester sequence of courses for engineering, liberal arts, and business majors to the Vice President of Student Services and the Vice President of Academic Affairs. (Completed by May 2013)
flow charts are refined
flow chart is endorsed
finalized flow charts are given to the Vice President of Academic Affairs and Vice President of Student Services
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Enrollment Management Committee Initiative # 4: Collaborate with appropriate faculty, deans, and counselors to develop a semester‐by‐semester sequence of courses of pre‐ requisites for the nursing program. Strategy Form a workgroup for nursing pre‐ requisite course sequence recommendations consisting of nursing and science faculty, a dean, and counselors specializing in the Nursing and Allied Health certificates. (Completed by October 2012) Each workgroup will compile a list of core, support, and their associated pre‐requisite courses for their major. (Completed by November 2012) Each workgroup will create a sequential list of courses to complete transfer requirements. (Completed by January 2013) In collaboration with appropriate division chairs, counselors, and deans, a semester‐by‐semester flowchart of courses is generated by each workgroup. (Completed by mid‐March 2013) The Enrollment Management Committee submits the endorsed flow charts to the Vice President of Academic Affairs for feedback from the deans and divisions and to the Vice President of Student Services for feedback from the counselors. (Completed by the end of March 2013) After receiving feedback from the appropriate groups, the workgroups make necessary changes (if required). Each workgroup presents a flow‐ chart of courses to the Enrollment Management Committee for recommended changes until it is endorsed by the Committee. (Completed by April 2013) The Enrollment Management
Benchmark
workgroup formed
complete list of coursework is created
list of sequential coursework is created
semester‐by‐semester sequence of courses is generated
flow charts are distributed for feedback
flow charts are refined
flow chart is endorsed
finalized flow charts are given to the Vice President of Academic Affairs
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Committee presents an idealized semester‐by‐semester sequence of courses for nursing pre‐requisites to the Vice President of Student Services and the Vice President of Academic Affairs. (Completed by May 2013)
and Vice President of Student Services
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Enrollment Management Committee Initiative # 5: Collaborate with appropriate faculty, deans, and counselors to develop a semester‐by‐semester sequence of courses required for Liberal Arts (with social and behavioral sciences emphasis) and Liberal Arts (with mathematics and science emphasis). Strategy Form a workgroup for Liberal Arts (with social and behavioral sciences emphasis) course sequence recommendations consisting of social and behavioral sciences and liberal arts faculty, a dean, and counselors specializing in Liberal Arts degrees. (Completed by October 2012) Form a workgroup for Liberal Arts (with mathematics and science emphasis) course sequence recommendations consisting of mathematics, sciences, and liberal arts faculty, a dean, and counselors specializing in Liberal Arts degrees. (Completed by October 2012) Each workgroup will compile a list of core, support, and their associated pre‐requisite courses for their major. (Completed by November 2012) Each workgroup will create a sequential list of courses to complete transfer requirements. (Completed by January 2013) In collaboration with appropriate division chairs, counselors, and deans, a semester‐by‐semester flowchart of courses is generated by each workgroup. (Completed by mid‐March 2013) The Enrollment Management Committee submits the endorsed flow charts to the Vice President of Academic Affairs for feedback from the deans and divisions and to the Vice President of Student Services for feedback from the counselors. (Completed by the end of March 2013) After receiving feedback from the
Benchmark
workgroup formed
workgroup formed
complete list of coursework is created
list of sequential coursework is created
semester‐by‐semester sequence of courses is generated
flow charts are distributed for feedback
flow charts are refined
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appropriate groups, the workgroups make necessary changes (if required). Each workgroup presents a flow‐ chart of courses to the Enrollment Management Committee for recommended changes until it is endorsed by the Committee. (Completed by April 2013)
The Enrollment Management Committee presents an idealized semester‐by‐semester sequence of courses for Liberal Arts (with social and behavioral sciences emphasis) and Liberal Arts (with mathematics and science emphasis) to the Vice President of Student Services and the Vice President of Academic Affairs. (Completed by May 2013)
flow chart is endorsed
finalized flow charts are given to the Vice President of Academic Affairs and Vice President of Student Services
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Enrollment Management Committee Initiative # 6: Collaborate with appropriate faculty, deans, and counselors to increase the capture rate of the local 24‐40 age cohort by 2% annually. Strategy Form a workgroup comprised of faculty, deans, counselors, and a marketing representative. (Completed by October 2012) Institutional Research provides an overview of course demand and future course demand projections for the 24‐40 age cohort. (Completed by October 2012) Workgroup will develop a marketing campaign targeting the cohort and present it to the Enrollment Management Committee. (Completed by November 2012) The Enrollment Management Committee will provide feedback to the workgroup until a final marketing campaign is approved. (Completed by November/December 2012) The Enrollment Management Committee presents a recommended marketing campaign to the Planning and Budget Committee for approval. (Completed by November/December 2012) The Enrollment Management Committee presents a recommended marketing strategy to the President/Superintendent for action. (Completed by November/December 2012)
Benchmark
Workgroup is formed
The Enrollment Management Committee and the workgroup receive information about demand and the 24‐40 age cohort.
Marketing campaign strategies are received.
Marketing campaign is approved.
The Planning and Budget Committee receives the marketing strategy
President/Superintendent receives a marketing strategy from the Enrollment Management Committee.
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Enrollment Management Committee Initiative # 7: Collaborate with the office of the Vice President of Administrative Services to recommend term‐by‐term annual FTES targets to the Planning and Budget Committee and the Office of the Superintendent/President. Strategy Ask the Office of the Vice President of Administrative Services for a report on State budget projections and its effect on apportionment. (Completed by September 2012) Develop proposed term‐by‐term FTES targets based upon information from the Vice President of Administrative Services that is consistent with the district’s Mission, Educational Master Plan, and Strategic Plan. The FTES targets will include term‐ by‐term instructional cost projections to generate proposed FTES. (Completed by September 2012) Present the recommended FTES targets to the Planning and Budget Committee for its endorsement. (Completed by October 2012) Present the recommended FTES targets to the Superintendent /President for action. (Completed by October 2012)
Benchmark Report submitted to the Enrollment Management Committee
Term‐by‐term FTES targets and the approximate cost of instructional delivery for each term are developed
Planning and Budget Committee is informed of the recommended FTES targets
President is informed of the recommended FTES targets
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San Luis Obispo County Community College District P.O. Box 8106 • San Luis Obispo, CA 93403-8106 • (805) 546-3100 Locally printed on recycled paper
