Transcript Document

Fall 2012 State of the College Address
August 15, 2012
Recap of the Past Seven Months
Emphasis has focused on:
• Meeting, Listening and Learning
• Getting the Right People in the Right Places
• Planning for Expanded and Improved Facilities
• Institutional Stability
Enrollment
Enrollment
Laramie County Community College
Annualized Headcount Enrollment by Location, 2001-2002 to 2011-2012
4,000
3,500
3,000
2,500
2,000
1,500
1,000
500
0
2001-2002
2002-2003
2003-2004
Albany County Campus
2004-2005
2005-2006
Cheyenne Campus
2006-2007
2007-2008
Concurrent Enrollment
2008-2009
2009-2010
Distance Learning Courses
2010-2011
2011-2012
Outreach Sites
Source: Colleague Records
LCCC IR Office, 07/19/2012
Enrollment
Laramie County Community College
Annualized FTE Enrollment by Location, 2001-2002 to 2011-2012
3,000.00
2,500.00
2,000.00
1,500.00
1,000.00
500.00
0.00
2001-2002
2002-2003
2003-2004
Albany County Campus
2004-2005
2005-2006
Cheyenne Campus
2006-2007
2007-2008
Concurrent Enrollment
2008-2009
2009-2010
Distance Learning Courses
2010-2011
2011-2012
Outreach Sites
Source: Colleague Records
LCCC IR Office, 07/19/2012
Enrollment
Fall 2012 Enrollment Data
Four weeks before class start
Point-to-Point Report for monitoring purposes only
Fall 11
5-Aug-11
Fall 12
3-Aug-12
Difference
%Change
Student Enrollment Level
Full-Time
Part-Time
2071
1937
1893
2013
-178
76
-8.6%
3.9%
Student Program Type
Academic Transfer
Occupational Technical
Undeclared
1931
1270
807
1768
1315
823
-163
45
16
-8.4%
3.5%
2.0%
1972
1930
Difference
-85
-18
% Change
-4.1%
-0.9%
Enrollment By Age
Traditional (< 24)
Adult (25 & Over)
2057
1948
Budget: Funding
& Spending Wyoming
Ed ucation an d related spending p er FTE (in 2009 $)
WI
AK
UT
WY
OR
HI
ID
Total number of students enrolled at
CT
Average education and related spending per FTE student in Wyoming,
public and private postsecondary
MD
2004 and 2009
institutions:
NC
$20,000
ME
$18,000
Wyoming:
35,961
MT
United States:
19,440,553
$16,000
ND
KS
$14,000
Percentage of students enrolled in
MN
public
institutions:
$12,000
AL
$14,021
$10,000
DE
Wyoming:
96%
$10,949
NH
United States:
72%
$8,000
$11,811
SD
$9,936
$6,000
Distribution of enrollments at public
NY
institutions:
NE
$4,000
WY
U.S.
MA
$4,310
$4,141
$2,000
MI
$1,903
Research:
35%
30%
$1,853
$0
SC
Master’s:
n/a
19%
2004
2009
2004
2009
IA
Bachelor’s:
n/a
3%
WA
Public Research
Community Colleges
U.S.
Community
LA
Colleges:
65%
48%
Net tuition
Average subsidy
NM
GA
PA
FL
Average education and related costs per FTE student, student share, instruction share, and performance
CO
AR
Wyoming
United States
AZ
Public
Public
Public
Community
Public
Public
Public
Community
Research
Master's
Bachelor's
Colleges
Research
Master's
Bachelor's
Colleges
OH
TX
Education and related costs per FTE student
NV
2009
$18,331
n/a
n/a
$13,664
$15,919
$12,363
$13,235
$10,242
RI
C
h
a
n
g
e
f
r
o
m
2
0
0
4
2
0
0
9
21%
n/a
n/a
15%
12%
9%
8%
7%
MS
MO
Net tuition share of education and related costs
2009
24%
n/a
n/a
14%
52%
49%
44%
32% CA
VA
P
e
r
c
e
n
t
a
g
e
p
o
in
tc
h
a
n
g
e
f
r
o
m
2
0
0
4
2
0
0
9
-3
n/a
n/a
-2
3
4
3
2
TN
Instruction share of education and related costs
IL
2009
63%
n/a
n/a
47%
62%
51%
48%
50% VT
P
e
r
c
e
n
t
a
g
e
p
o
in
tc
h
a
n
g
e
f
r
o
m
2
0
0
4
2
0
0
9
-2
n/a
n/a
1
-1
-1
-1
-1 WV
OK
Completions per 100 FTE students
KY
2009
24
n/a
n/a
22
25
24
20
26
NJ
C
h
a
n
g
e
f
r
o
m
2
0
0
4
2
0
0
9
2
n/a
n/a
0
1
1
1
1
IN
Average education and related spending per FTE student at
public community colleges by state, 2009
Net tuition portion of E&R
Education and related spending per completion
2009
C
h
a
n
g
e
f
r
o
m
2
0
0
4
2
0
0
9
$77,756
n/a
n/a
$62,999
$64,179
$54,167
$68,393
$46,759
13%
n/a
n/a
9%
8%
4%
2%
-2%
Average subsidy portion of E&R
$3,471
$14,452
$2,077
$13,853
$2,903
$11,600
$1,853
$11,811
$9,643
30%
$2,338
$11,087
19%
$3,653
$9,635
$9,435
$4,342
$8,276
$1,710
$10,726
35%
14%
$8,905
32%
$8,145
36%
$7,076
38%
$8,581
24%
$5,389
$5,775
49%
$2,854
$8,287
28%
$4,910
$6,113
$6,321
45%
$4,554
59%
$5,519
$5,223
54%
$4,109
$6,626
39%
$2,366
$8,262
23%
$4,563
$6,056
45%
$4,088
$6,472
$5,289
40%
$5,105
$3,819
$2,826
$3,118
52%
$6,508
38%
$7,466
28%
$7,124
$3,046
32%
$7,017
$8,255
17%
$3,052
$6,950
32%
$4,783
$5,193
49%
$2,894
$7,025
31%
$4,002
$2,557
67%
$6,995
$2,463
29%
$6,949
$5,156
28%
$4,114
57%
$2,758
$6,404
32%
$2,458
$6,700
28%
$4,053
$4,865
$1,893
45%
$6,778
$3,278
22%
$5,246
$1,025
$7,338
$2,962
$5,346
$3,604
$4,459
$2,535
$5,526
$7,386
$509
40%
13%
37%
45%
32%
94%
$2,206
$5,685
32%
$2,432
$5,354
32%
$1,599
$6,175
21%
$4,376
$3,394
58%
$3,550
$3,026
$4,000
National Average
31%
$1,786
$5,708
$0
36%
$4,209
$2,600
22%
28%
$3,519
$4,252
21%
13%
14%
$3,883
$3,651
Wyoming Continues to Invest
in Community Colleges!
LCCC: $31.5 Million in FY13
Student
share of
costs
54%
$8,000
$12,000
$16,000
Average education and related expenses (E&R) per FTE student
$20,000
Budget: Funding & Spending
Comparative Expenditures per Student FTE (p. 10)
FY07 - FY11
10,460.05
10,329.80
9,048.04
9,334.69
9,933.91
9,474.75
8,985.98
8,943.84
8,960.99
8,074.30
FY07
FY08
FY09
LCCC
Source: Wyoming Community College Commission
Average WY CC
FY10
FY11
Budget: Funding & Spending
State & Local Funding per FTE (FY11)
$7,853
Casper
College
$8,196
Central WY
College
$8,638
$7,949
Eastern WY
College
Source: Wyoming Community College Commission
$6,412
$6,311
LCCC
Northern WY
College
Northwest
College
$7,649
Western WY
College
Budget: Funding & Spending
Wyoming CC Resident Tuition & Fees 2011/2012
$2,500
$2,000
$432
$504
$576
$840
$608
$598
$438
$1,500
Fees
Tuition
$1,000
$1,704
$1,704
$1,704
$1,704
$1,704
$1,704
$1,704
$500
$0
Casper
College
Central WY Eastern WY
College
College
Source: Wyoming Community College Commission
Source: Wyoming Community College Commission
LCCC
Northwest Northern Western WY
College
WY College
College
Budget: Funding & Spending
Core Expenses per FTE by Function (FY10)
$6,000
$5,000
$4,000
$3,000
$2,000
$1,000
$0
Instruction
Public Service
Academic Support
LCCC
Source: NCES IPEDS 2011 Data Feedback Report
Institutional
Support
Peers
Student Services
Other Core
Expenses
Budget: Funding & Spending
Comparative Expenditures per FTE, by Program (FY11)
4,500.00
4,000.00
3,500.00
3,000.00
2,500.00
2,000.00
1,500.00
1,000.00
500.00
Instruction
Public Service
Academic
Support
LCCC
Source: Wyoming Community College Commission
Student
Services
Average WY CC
Institutional
Support
Plant
Operations
Scholarships
Budget: Funding & Spending
• FY13 Investments
– Instruction
FY13 General Fund Expenditures
$18,742,492
by Program
• $897,000 Investment
• $500,00 in Full-Time Faculty
• 6.2% increase from FY12
– Institutional Support
•
•
•
•
$171,000 in Human Resources
$175,000 for Facilities Planning
$300,000 to Strengthen Foundation
9.5% Increase from FY12
$7,959,226
$4,759,055
$3,803,890
$5,360,181
$2,062,400
$301,333
– Flexibility for Budget Cuts
• $426,000 in Operating Reserve
• $663,000 in One-Time-Only Spending
Source: LCCC FY13 Annual Budget
Facilities
• Campus Master Plan: Significant Space
Deficiencies at LCCC
– Cheyenne Campus (10% Enrollment Growth through 2020)
•
•
•
•
•
•
Need an additional 155,722 Gross Square Feet (GSF)
Current Need = 40,000 GSF
44,672 GSF for Academic Space
29,118 GSF for Academic Support Space
81,931 GSF of Auxiliary Space
Greatest needs areas: Assembly & Exhibit, Office, Student Center, PE/Rec/Athletics, Housing
– Albany County Campus (10% Enrollment Growth through 2020)
•
•
•
•
•
Need an additional 54,125 GSF; Current Need = 17,000 GSF
16,000 GSF for Academic Space
3,550 GSF for Academic Support
2,320 GSF of Auxiliary Space
Greatest needs areas: Classrooms & Service, Teaching Labs, Offices, Library, Physical Plant,
Student Center
Source: LCCC Campus Master Plan
Facilities
“Building Forward” Aggressive Eight-Year
Facilities Plan
1. University/Student Center
2. Flex Tech Building
3. Residence Halls
4. Performing and Fine Arts Building
5. Albany County Campus Expansion @ UW
6. Campus Face-Lift
Student Success
Developmental Education, Success and Persistence
LCCC Entering Students Fall 2008 - Fall 2011 Average
80%
73%
70%
60%
50%
63%
68%
70%
64%
58%
55%
53%
50%
47%
48%
39%
40%
30%
20%
20%
15%
16%
10%
0%
Enrolled in Dev Ed
1st Term Success in Dev Ed
Earn No College Credits
Traditional
Source: Colleague Records, LCCC IR Office 8/8/2012
Adult
All Students
Fall-Spring Persistence
Fall-Fall Persistence
*Calculated using Fall 2008, Fall 2009, Fall 2010 Cohorts
only due to time necessary to complete two years of
coursework.
Student Success
**Calculated using Fall 2008, and Fall 2009 Cohorts only
due to time necessary to complete.
Progression and Completion
LCCC Entering Students Fall 2008 - Fall 2011 Average
90%
78%
80%
70%
68%
70%
68%
60%
46%
50%
40%
28%
30%
29%
27%
27%
20%
20%
18%
15%
13%
17%
6%
10%
0%
1st Term Success
College-Level Math In 1 Year
15 Credits in 1 Year
Traditional
Source: Colleague Records, LCCC IR Office 8/8/2012
Adult
All Students
30 Credits in 2 Years*
Completion in 3 Years**
Student Success
*Calculated using Fall 2008 and Fall 2009 Cohorts only
due to time necessary to complete.
Persistence & Completion by Program Type
LCCC Entering Students Fall 2008 - Fall 2011 Average
90%
81%
80%
70%
69%
60%
53%
48%
50%
40%
31%
30%
20%
27%
18%
15%
13%
8%
10%
18%
4%
0%
Fall-Spring Persistence
Fall-Fall Persistence
Applied (AAS/Cert)
Source: Colleague Records, LCCC IR Office 8/8/2012
College-Level Math In 1 Year
Transfer (AA/AS)
Gen Ed (Undeclared)
Completion in 3 Years*
Student Success
• Getting from Undeclared to Declared, ASAP
– The sooner students choose a program of study, the more likely they are to
persist to goal attainment (Jenkins 2011).
% of Undeclared Entering Students who Choose a
Program of Study by the End of Their First Year
(Fall 2008-2011 4-Year Average)
25.0%
20.0%
15.0%
10.0%
6.2%
6.1%
2.6%
5.0%
0.0%
All Entering Students
Traditional Age
Source: Colleague Records, LCCC IR Office 8/8/2012
Jenkins, D. (2011). Get with the program: Accelerating community college students’ entry into and completion of
programs of study (CCRC Working Paper No. 32). New York, NY: Columbia University, Teachers College, Community
College Research Center.
Adult Students
Student Success
• At the Foundational Level – the Classroom
% of Entering Students Successful Course Completions in First Term
(Fall 2008-2011 4-Year Average)
77.8%
70.6%
68.3%
68.0%
70.0%
57.8%
All Courses
Developmental
Courses
College-Level
Courses
Source: Colleague Records, LCCC IR Office 8/8/2012
*National Community College Benchmark Project median (2009
median as floor; i.e., 105% X 74.13% = 77.84%)
Traditonal Students
Adult Students
State Benchmark*
Institutional Transformation
• The Baldrige Criteria for Performance Excellence
in Education*
1. Leadership
2. Strategic Planning
3. Customer Focus
4. Measurement, Analysis, and Knowledge Management
5. Workforce Focus
6. Operations Focus
7. Results
* Available at: http://www.nist.gov/baldrige/publications/education_criteria.cfm
Institutional Transformation
• Winning by Degree’s Essential Elements of High Performance
Institutions of Higher Education*
1. Efficient and effective operational processes supported by
appropriate technology and tools.
2. Effective management systems to ensure progress, build capabilities,
and manage implementation.
3. Leaders and staff who are committed to achieving degree productivity
gains alongside high-quality educational outcomes.
4. Support from state and institutional policies that allow them to
choose how to achieve their quality and efficiency goals.
*Auguste, B. G., Cota, A., Jayaram, K., and Laboissière, M. C. A. (2010).
Winning by degrees: The strategies of highly productive higher education institutions.
New York, NY: McKinsey & Company.
Institutional Transformation
• Achieving the Dream’s Principles of Institutional
Effectiveness*
1. Committed Leadership - Senior college leaders actively support
efforts to improve student success, not just to increase enrollments
2. Use of Evidence to Improve Programs and Services
3. Broad Engagement - Faculty, student services staff, and
administrators share responsibility for student success.
4. Systemic Institutional Improvement - The college establishes
planning processes that rely on data to set goals for student success
and then uses the data to measure goal attainment
* Available at: http://www.achievingthedream.org/institutional_change/four_principles
Institutional Transformation
• CCRC’s Practices of Effective
Organizations*
1.
Leadership – committed to improving outcomes
2.
Focus on the Customer
3.
Functional Alignment – “Instructional Program Coherence”
4.
Process Improvement
5.
Use of Measurement
6.
Employee Involvement & Professional Development
7.
External Linkages
*Jenkins, D. (2011). Redesigning community colleges for completion: Lessons from
research on high-performance organizations. New York, NY:
Columbia University, Teachers College, Community College Research Center.
Institutional Transformation
• Commonality across these:
– Strong, committed leadership focused on outcomes
– Strong “customer focus” – centered on the student
– Emphasis on our workforce, through professional development and broadbased inclusion
– Effective and efficient organizational processes (e.g., planning & assessment)
– Commitment to setting goals
– Using data and measurement to evaluate progress and inform decisions
Institutional Transformation
• Progress at LCCC
–
–
–
–
–
Reorganization Starting with the Leadership
Building Inclusiveness through Shared Governance
Defining and Measuring Institutional Performance (KPI’s)
Change in Board Governance = Strengthened Policies & Procedures
Much more to come…
The Completion Agenda
• Resolving the Discourse
– It isn’t that the US is doing
so much worse, just that
other countries are doing
so much better…
– Increase has happened as a
result of improved access;
completion rates have
slipped, while time to
degree and costs have
increased.
The Completion Agenda
• Resolving the Discourse
– Completion is not a bad word. Earning a degree or certificate is still the
primary reason students go to college.
• 96% of Community College students expect to earn an Associate’s Degree or Higher (U.S.
Department of Education’s Beginning Postsecondary Students Longitudinal Study 1996-2001).
• 79% of Community College students indicate their goal for attending is to earn an associate
degree (Center for Community College Student Engagement’s A Matter of Degrees 2012; 2010
SENSE Cohort Data, n=70,138).
– It’s Completion AND Quality, Not Completion versus Quality
• We must keep the quality and rigor within our academic offerings.
• However, we must find new ways to support students in the learning process.
The Completion Agenda
• Distilling the Noise
– Complete College America, Achieving the Dream, Access to Success, Lumina,
CCSSE, WICHE, ACE, Completion Arch, American Graduation Initiative, etc….
– Common Elements
1.
2.
3.
4.
5.
6.
7.
8.
Assess Student Learning - Instructional Effectiveness, Course Redesign and Enhancement
Reform Developmental Education and Placement Assessment
Align Curricula and Construct Coherent Pathways to Credentials and Transfer
Integrate Student Services and Strengthen Non-Academic Supports
Remove Barriers, Simplify Structures, and Improve Policy and Procedures (Colleges & Students)
Incentivize and Monitor Progress and Completion (Colleges & Students)
Collect and Use Data to Monitor Progress and Inform Continuous Improvement Processes
Develop and Engage the Faculty and Staff Collaboratively to Tackle Change
Building Momentum
1. Focusing on Academic Excellence
– Design & Implement a Framework for Assessing Student Learning: At the
course, program, and institution levels.
– Re-examine and Refine our General Education Core: Tied to institutional
learning outcomes and recognized by a credential.
– Improve Overall Student Success in Coursework: Focus first on the courses
with the lowest success rates.
– Strengthen and Expand Programming through Innovation and Responsiveness
to Community and Student Needs: Flexible scheduling, coherent pathways,
and utilization of different delivery modalities.
– Develop the Faculty: Establish a center for teaching and learning, focusing on
new faculty development and ongoing instructional improvement.
– Empower the Faculty: Place the authority and responsibility over the Academy
and our curricula more strongly in Faculty hands.
Building Momentum
2. Services and Programs to Serve Our Students
– Establish a Centralized, Holistic Model for Student Advising: Advising needs to
be much more than course planning.
– Create Early Connections for Students Through Mandatory Engagement:
“Students don’t do optional” (Kay McClenney, CCCSE).
• Mandatory New Student Orientation w/Registration
• Mandatory Student Success Course/Freshman Seminar for All Incoming Students
– Improve the “Front Door Experience” at LCCC: Efficient, accurate information
focused on the student.
– Plan for the Implementation of Integrated Services and a Student Services
“One Stop.”
– Strengthen Student Engagement: Expand opportunities for student
involvement outside of the classroom.
Building Momentum
3. Stabilize and Strengthen the College
– Bolster Shared Governance Through Effective Operations:
• Establish integrated models for institutional planning and an improved budget process, driven
by an open and honest assessment of institutional efficacy.
• Process map major organizational processes to identify areas for improvement in campus
involvement and process effectiveness.
– Assist the Board in Changes in Governance Model: Trustee’s Governance and
Policy = Our Procedures.
– Engage the Campus and Community in Aggressively Pursuing Our Facilities
Plan: To meet our needs will require the support of all.
– Match Form to Function Through the Next Phases of Reorganization.
– Establish a Strong, Centralized Human Resources Structure.
– Seek Out Efficiencies Across the Institution.
• Objective and actionable program review
• Examine student fee structure and financial subsidy strategy
What is the State of LCCC?
LCCC is Building Momentum and Poised for a
Great Year and an Even Greater Future!