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A Nontraditional University for Nontraditional Students

A Nontraditional University for Nontraditional Students. July 1, 2012. Today’s Session. Who is CSU-Global? Assessing Your Knowledge CSU-Global Addresses the Gap Admissions Articulation Student Advising Panel Q&A and Discussion Closing. Who is CSU-Global.

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A Nontraditional University for Nontraditional Students

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  1. A Nontraditional Universityfor Nontraditional Students July 1, 2012

  2. Today’s Session • Who is CSU-Global? • Assessing Your Knowledge • CSU-Global Addresses the Gap • Admissions • Articulation • Student Advising • Panel Q&A and Discussion • Closing

  3. Who is CSU-Global • Nation’s first 100% online, fully accredited public university • Statutorily independent by order of the Colorado Governor • One of 3 universities in the CSU System • No State financial support • 2008 to present • From 200 students to 5900 active students • 83% retention rate 1st to 3rd Term • 70/30 Bachelor’s degree completion/Master’s degree • 22% Underserved • 28% First Generation • Age range 25-64 years old; average age is 36 years old • SOC Member – ‘Military Inclusive’

  4. Why CSU-Global? • GAPS in degree attainment • Industry needs vs. education levels • Traditional vs. non-traditional students • Addressing the GAP • Created to serve the 36+ million* adults nationwide with some college and no degree • Helping people get and keep jobs through education • Degree programs: applicability vs. demand All processes and departments designed to address the unique needs of nontraditional adult learners *Lumina Foundation, March 2012

  5. Assessing Your Knowledge on Nontraditional Students

  6. Assessing Your Knowledge-1 • How many adults (nationwide) have some college, but no degree? ANSWER: 36 million (plus) (Lumina Foundation 2012) • What _____% of today’s students are juggling some combination of families, jobs, and school? ANSWER : 75% of today’s students are non-traditional (Complete College America, 2011) • Adults who have completed a Bachelor’s degree will earn _____% more than an adult with some college but no degree. ANSWER: 40% (Education Pays, 2010)

  7. Assessing your knowledge-2 • Completing a Bachelor’s Degree • Higher Earnings among all groups • Decreases gender earnings gap • New Gap—race/ethnicity & college • 1998-2004, enrollment gap of 8-10% between Caucasian/African American Students • By 2008 the gap had grown by 14+% points

  8. Assessing Your Knowledge-3 Degree attainment is less likely for: • Different race/ethnicities • Demographics vary by State • Older students • Age 25+ • Part-time Students • 24.3% will earn a BS within 8 years • 7.8% will earn an associate within 4 years • Students from distressed economic backgrounds • Cost of education is higher, low debt tolerance Complete College America, 2011

  9. Gaps in Educational Attainment (2009) Source: U.S. Census Bureau, 2009 American Community Survey Among non-traditional learners (aged 25-44)

  10. The Reality • Completion rates are lower for: • Students attending part-time • Some demographics • (particularly African American & Hispanic students) • Older students • Poorer students (Complete College America, 2011)

  11. References Baum, S., Ma, J., & Payea, K. (2010). Education pays 2010. Retrieved from http://trends.collegeboard.org/education_pays  Colorado Department of Higher Education. (2010, November). The degree dividend. Denver, CO: Author.  Complete College America. (2011). Time is the enemy. Retrieved from http://www.completecollege.org/docs/Time_Is_the_Enemy.pdf  Lumina Foundation. (2012, September). A stronger nation through higher education. Retrieved from: http://www.luminafoundation.org/publications/A_Stronger_Nation-2012.pdf  U.S. Census Bureau. (2009). American community survey. Retrieved from http://www.census.gov/acs/www/

  12. What is CSU-Global Doing to Address the Gap? • Admissions/Enrollment: Rachel Masters Admissions Counselor • Articulation: Deanna Adami Manager of Transcript Evaluation • Student Advising: Ranee Tomlin Student Advisor

  13. Admissions Rachel Masters, Admissions Counselor • Where we used to be: Experimental • Where we are today: Stable • Where we are going: Large scale growth

  14. THE BASICS “providing access to dynamic degree programs” • Non-traditional students • Responsible, persistent, enthusiastic, grateful • What we uncover in initial interaction (MAPS) • Motivation, Admissibility, Payment, Start • Main motivation • Career opportunities and/or advancement • Streamlined Admissions Process • Multiple start dates • Transcript request service • Admissions decision turn-around • Retention (90%) through 1st week of class

  15. 2008-2010: Experimentation • Success Advisors • Department specialization • Underutilized metrics • Ease of enrollment process • Dynamic policy development • Based on student needs

  16. 2010-2012: Stabilization • Clearly defined enrollment goals • 50 new students after add/drop for 8-week enrollment period • 100 +/- students in pipeline • 6-8 week average enrollment period • Increased & regulated enrollment opportunities • Degree program & specialization options • Free SuccessReady Workshops (academic development) • Shift from “ease” to quality and success • Policy establishment • Admissions Committee to review provisional applicants • Transfer summary/evaluation completed in 3 business days • Enrollment Summary (graduation/credit/cost)

  17. 2010: 8 Program Options • 4 Bachelor’s degree programs • Business Management • Organizational Leadership • Public Management • Applied Social Sciences • Information Technology • 3 Master’s degree programs • Management • Organizational Leadership • Teaching & Learning Program options • 2012: 14 Program Options • New Bachelor’s degree programs • Accounting • Communication • Criminal Justice & Law Enforcement Administration • Healthcare Administration & Management • New Master’s degree programs • Criminal Justice & Law Enforcement Administration • Healthcare Administration & Management

  18. Large scale growth • 2015 = 20,000 students • How will we do it? • At least 200-250 new students/year/counselor • 2013: 10 Admissions Counselors = 2,000 – 2,500 new students • 2014: 15 Admissions Counselors = 3,000 – 3,750 new students • 2015: 20 Admissions Counselors = 4,000 – 5,000 new students • 9,000 – 11,250 total new by 2015?

  19. Challenges & Success • Transfer students enroll differently • New staff training & retention • What we do well: We provide information so that the student can make the best decision for his/her professional and educational goals. We are not “salesy.” Everything we do is in the student’s best interest. If that means we feel our school is not the best fit, we will tell the student so.

  20. Transcript Evaluation Deanna Adami, MA, Manager of Transcript Evaluation • Where we used to be Discovery • Where we are today Building a Solid Foundation • Where we are going Continued Growth and Collaboration

  21. Discoverywhere we used to be 2008: • Assumption: All students needing degree completion already have associate degrees • Reality: degree completion involves a lot more than helping students with completed associate degrees earn bachelor’s degrees. • State Statute • Need for transcript evaluation recognized

  22. Evaluation Models • 2008 – the model of “No” • No general education courses (degree completion) • No credit by exam • No non-traditional credit (ACE, Military, etc…) • No PLA Program • Today – The model of “Yes” • Developed limited general education courses • Joint Statement on the Transfer and Award of Credit • Looking for ways to recognize nontraditional learning • Developed a PLA Program

  23. Building a solid foundationwhere we are now 2011-2012 - Continual review and evaluation of policies and procedures - Frequent collaboration with admissions, faculty, and student advising - Implemented the use of our degree audit system - Outreach to community colleges

  24. Transfer Facts • Evaluations completed per month • Evaluation summaries • Official evaluations • Updated degree plans • Change of majors • All Students are transferring credit • Average transfer is ____ credits, though the range of transfer is between 13-90 • Average age of credit is ____ years • Source of incoming transfer credit • 4 year institutions • 2 year institutions • Non-traditional sources • Where are our students coming from? • Colorado

  25. Continued Growth and CollaborationWhere we are going - Continued assessment and evaluation of transfer guidelines and policies - Processing of evaluation summaries move closer to admissions - Continued outreach to community colleges - Final thoughts and best practices

  26. Student Advising Ranee Tomlin, Ph.D., Student Advisor • Where we used to be: Reactive • Where we are today: Proactive • Where we are going: Evaluative

  27. Reactivewhere we used to be 2008: • 200 students: fluid staff numbers and responsibilities • No defined advising department or role • Advising Model: Reactive • Took steps after the fact

  28. Proactivewhere we are today 2012: • 9 Student Advisors • Caseload varies, depending on numbers of incoming and outgoing students • 24-hour maximum weekday response time • Pre-determined registration goal each term • 3 Military Student Advisors • Caseload varies, but smaller numbers • Approximately 5900 Active Students • Retention Rate: 83.3 % 1st-3rd term • 1,074 graduates through June 30, 2012

  29. ProactiveElements Advising Model: A Proactive Approach • Holistic: Understand our students as complex individuals and provide assistance with this information in mind. • Humanistic: Exhibit a genuine concern for others; a student-centered acknowledgement of potential and choice. • Developmental: Meet students where they are; possess realistic expectations of students and their unique levels of academic maturity and life experience.

  30. ProactiveAdvising • Our model relies heavily on Burns Crookston’s developmental view of advising as teaching and also encompasses Creamer & Creamer’s work on developmental theory, Terry O’Banion’s relationship-based advising model, Jennifer Varney’s call for intrusive advising with at-risk students, and Wes Habley’s framework for the components of advising • Requires thinking ahead to present creative solutions • A great fit for our working adult population • Build relationships with students through regular contact • Assist students in planning degree completion • Equip students for success with guidance in accomplishing goals

  31. ProactiveGlobal Difference • Help students become responsible for their own education • Self-registration • Specialization and elective choices • Empower students to take action • Determine which terms work best for their schedules • Provide effective academic advising • Degree planning sessions and alternative credit discussions • Outreach to struggling students

  32. EvaluativeWhere we are going • Continue to evaluate current model • Based on student population changes • Best practices • Graduation and retention trends • Internal changes • Student Advising Center • Career Center • Advising syllabus • Sustainable proactive model for growth in the next several years

  33. FINAL THOUGHTSBEST PRACTICES AND PARADIGM CHANGE

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