Enrollment Management : Faculty Roles Dianna Chiabotti, Rep at Large Dolores Davison, North Rep Jane Patton, President Leadership 2010 Enrollment Management: What exactly are the faculty roles? Several factors make enrollment management today more challenging than ever: forced reductions in course offerings, pressure to focus on a few core missions, surging enrollment, more “re-directs” from CSU and UC and an increasing demand for basic skills courses due to the students’ needs and the changes regarding application of prerequisites. Using the ASCCC paper from 2009 on Enrollment Management, these Exec members will summarize some strategies and explore options for local senates in college and district enrollment management discussions and decisions. Enrollment management should not be left only to administrators!  Leadership 2010

Why written Resolution 17.01 Fall 2007 Update to 1999 paper; a supplement to it

Why senates should care Title 5 §53200 establishes the academic senate’s roles (academic and professional matters). Senate roles: class size, sequence, pre-reqs Senate role: policy & procedures development Sometimes faculty think that EM is only an administrative task. . . But. . .

Themes & Content of Paper Got policy? What has changed Roles of constituents Balanced curriculum Strategies for: An EM philosophy An EM policy EM procedures These are the major topics in the paper. Next we will elaborate on several of these areas (which is the following slides)

What Has Changed Since 1999 Course delivery modes Calendars and scheduling Demands for outcomes, accountability, productivity Enrollment variables and trends Focus on Basic Skills Apportionment Accreditation Because the paper is an update from 1999, in the paper we point out how much has changed in the last decade. . . (summarize these briefly)

Who Are The Constituents? Faculty Administrators Union or Bargaining Group College and District Committees Students and Staff The Silent Constituents The paper lays out the roles of each group.

A Balanced Curriculum Multiple missions of CCC’s Critical decision-making process that should be well-informed Course offerings are related to curriculum, thus within faculty purview Minimize conflict with broad participation Ad Hoc Committee: “Balance of Curriculum” In the paper, we provide ideas that can be used to stimulate a local discussion about the big picture of curriculum. Our overall offerings and how much FTE is given to each program should be a part of the ongoing dialog that faculty must engage in with others.

Recommendations Create a forum Consider 1999 recommendations Assert faculty role Initiate any needed changes Clarify senate roles Who? What? When? Why? How?

How EM applies to local senates Examples from one college: Cuts Scheduling guidelines Senate resolution on cancellations I’d like to give you a couple examples from a college This paper reminds us how our local senates must ensure their participation in academic matters such as these!

Scenario #1 Imagine you are the senate president. Your college has determined all departments should reduce offerings by 10% for the next term. What questions should you ask immediately about this directive? What are the strategies to manage this? They have 10-12 min discussion; 5-8 min report out to the whole group Get into 3-4 groups, led by us. The groups will be asked to discuss either scenario #1 or #2 to answer. Group leaders will list some questions & strategies they come up with & report out at end. Report out after the discussion

Scenario #2 You have a college wide EM policy, but not any procedures. Your college has to reduce offerings due to budget cuts and departments are being pitted against each other to compete for FTE. What’s the solution? What safeguards do you need to have in place to prevent devaluing of programs and faculty? Task: Discuss the possible solution(s). And list the safeguards Report out after the discussion

Discussion of your local issues and solution How are decisions made at your college? Do you have an EM policy? Procedures? What is the senate’s role? Who should be involved in EM? Does your department regularly discuss EM issues? If we have time, let’s do this 3rd round of small group discussion These can be a follow up to the scenarios---use as needed. This can be another round of small group discussion if time permits.

FAQs Who is responsible for EM? Senate’s role? What happens when decisions need to be made quickly? How can faculty see the big picture? How are emerging needs met? Who decides when to cancel a class? What is the role of counselors? Who decides about prerequisites? They’re in the paper

Conclusion “All curriculum is, at bottom, a statement a college makes about what it thinks is important.” --Cohen & Brawer If course offerings are not an academic & professional matter, I don’t know what is. . .