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INFORMATIONAL ITEM

SOUTH DAKOTA BOARD OF REGENTS

Academic and Student Affairs

AGENDA ITEM: 8 – M

DATE: December 5-7, 2017

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SUBJECT

Efficiency Infographics

CONTROLLING STATUTE, RULE, OR POLICY

None

BACKGROUND / DISCUSSION

During their August 2017 retreat the Board of Regents reviewed a report highlighting the

various efficiency initiatives completed in the Regental system over the past decade. The

report was developed in response for a presentation to the Joint Appropriations Committee

delivered at their July 2017 meeting. In response to a number of questions from the Board

during the retreat, a set of more detailed efficiency reports were presented during the

October 2017 meeting. This included reports on Section Size, Course & Program

Duplication, Instructor Rank Classifications, and the creation of a new taskforce to explore

Open Education Resources.

Following the presentation on these items, Board members inquired how to distill the

pertinent information down to key points that can be used during discussions with

stakeholders and legislators. In response, an initial set of Infographics have been developed

for six key efficiency areas. Additional infographics will be generated to address each of

the major points discussed with the Joint Appropriations Committee.

IMPACT AND RECOMMENDATION

Each of the six infographics seek to identify Board of Regents initiatives and policy

directives, and denote cost savings either to students or the institution. Infographics for

each of the six efficiency topics below have been developed and can be found in the

corresponding attachments.

Decreasing the Time to Completion

Campus advising staff have taken the challenge of encouraging students to

complete 15 or more credits every semester in order to keep them on pace for

graduation in four years or less. The Opportunity Scholarship program

requirements were modeled after this structure and has helped ensure that a higher

percentage of students are completing in a timely fashion. When considering costs

Efficiency Infographics

December 5-7, 2017

Page 2 of 3

associated with an additional year of enrollment and lost wages, students have the

opportunity to produce over $60,000 in earnings and tuition savings.

Instructor & Lecturer Ranks

During the 2013 round of negotiations with the Council of Higher Education

(COHE), the Board of Regents worked to develop a new Lecturer Rank structure

separate from the Professorial Ranks that would allow for the hiring of faculty that

could be focused solely on providing instruction to students. Since that time, the

Lecturer Ranks have grown at each campus (18.3% vs. 26.7%) and in comparison

are paid at 45% of full professors. A higher percentage of faculty are now dedicated

to teaching rather than research to balance student and institutional research needs.

It is estimated that $5.5 million is saved annually across the Regental system due

to this policy change.

Dual Credit Enrollment

State investment in the High School Dual Credit (HSDC) program has resulted in

a significant reduction in the cost of GE courses for students who participate in this

program during their Junior and Senior years. Students enroll at a reduced rate, and

save over $700 for each dual credit course they complete. Students who complete

up to four dual credit courses save $2,800 toward the total cost of their

postsecondary education and place themselves almost a semester ahead of

traditional freshman.

Managing Section Size

For almost two decades, the Board of Regents has maintained a 4/7/10 policy

(embedded in BOR Policy 5:17.4 Small Section Limitations) establishing that

selected courses must have enrollments of at least 4 Ph.D. students, 7 master’s

students, or 10 undergraduate students to be offered in the Regental system. Each

campus may have up to 3% or 4% of their sections that fall below these thresholds

without being in violation of the policy. The Board monitors these enrollments

each year and receives a report annually (currently depicted in the Section Size

Dashboard) to ensure compliance with these requirements. The goal of the policy

is to ensure appropriate curriculum management and appropriate class size for

students to engage with their peers in the subject matter. If under-enrolled sections

increased by 1% statewide it would result in an additional $619,000 in instructional

costs each year.

Dakota’s Promise

The Board of Regents have developed the framework for a new needs based

scholarship program which operates under the principles of shared responsibility.

Basic assumptions were established for the resources that students, families, the

federal government, and the state should contribute to the overall educational costs.

The Board prioritized the Dakota’s Promise scholarship program in their budget

request to Governor Daugaard, with the understanding that additional grant and aid

is necessary for the neediest students in South Dakota to have postsecondary

Efficiency Infographics

December 5-7, 2017

Page 3 of 3

opportunities after high school. This infographic depicts the average investments

from each of these critical partners to make the program a reality.

Course / Program Duplication

Currently, more than 40% of the undergraduate programs offered in the Regental

system are considered unique. In many instances where duplication does occur, the

overlap exists in common General Education, Teacher Education, STEM, or critical

need programs for the state. Additionally, when duplication of online courses does

occur, the average class size is traditionally three times the level required to meet

the 4/7/10 rule established by the Board.

ATTACHMENTS

Attachment I – Efficiencies Analysis – Graduating in Four Years Infographic

Attachment II – Efficiencies Analysis – Faculty Rank Classifications Infographic

Attachment III – Efficiencies Analysis – Dual Credit Enrollment Infographic

Attachment IV – Efficiencies Analysis – 4/7/10 Rule: Policy on Section Size Infographic

Attachment V – Efficiencies Analysis – Dakota’s Promise Infographic

Attachment VI – Efficiencies Analysis – Course/Program Duplication Infographic

Graduating in Four YearsGraduating college in four years should be a goal of many students. However, some don’t realize it takes at least 15 credit hours per semester to graduate from a 120-credit hour degree program. Regental institutions strongly encourage students to take 15 credit hours each semester because those who take more than four years to graduate miss out on an opportunity to enter the workforce early.

SDBOR EFFICIENCY SERIES

The Cost of Year 5

$40,000 (Approx.)

$61,848$21,778

Lost Wages

Average Cost of Attendance (COA)

Total Cost

$5,250 is debt

Sources: SDBOR. (2016. [Graph illustration of college debt and cost, bar graph, [May 11, 2017]. Public university a�ordability dashboard. Retrieved from https://www.sdbor.edu/dashboards/

SDBOR. (2016). Graph illustration of average annual pay, bar graph, [May 11, 2017]. Occupational wages dashboard. Retrieved from https://www.sdbor.edu/dashboards/

Complete College America. (2014). Four-year MYTH: Make college more a�ordable. Retrieved from https://completecollege.org/wp-content/uploads/2014/11/4/4-Year-Myth.pdf

120 Credits in 5 Years

• Lost wages

• A year behind peers• More time paying on student loans/

increased interest

120 Credits in 4 Years + 1 Year Employment

• Average $40,000 professional income• A year closer to advancement opportunities• Less time paying on student loans/ less interest

Years to Graduation Based on Credits per Semester

10

15

12

6 Years

5 Years

4 YearsCOA includes tuition & fees, room and board, books, supplies, transportation, and other common living expenses.

• Higher potential for life events to interfere

ATTACHMENT I 4

Personnel costs remain the highest expense at a university

307 (20.4%)

440 (29.2%)

359 (23.8%)

402 (26.7%)

430 (30.5%)

407 (28.9%)

333 (23.6%)

240 (17.0%)

2017

5%

12%

Distribution of Faculty Rank Appointments During the Last Decade

2008Average Faculty Salaries 2017

Instructor

$53,754AssistantProfessor

$69,517AssociateProfessor

$76,677Full

Professor

$96,449

In fact, re-classi�cation of faculty rank saves the regental system approximately $5.5 million annually.

$13.8m $32.0m$23.7m $27.9m

$27.3m $42.1m$23.5m $34.6m $109.7m

$115.2m

Current Annual Instructional Expenditure

Instructional expenditure if ratios of faculty remained the same as 2008

E�ciencies Analysis - Faculty Rank Classi�cations

If faculty rank appointments remained unchanged, the instructional expenditures in SD would be much higher

This infographic provides an overview of how re-classi�cation of faculty ranks in the South Dakota Regental System has reduced instructional expenditure without hindering the delivery of content to students.

SDBOR EFFICIENCY SERIES

56% Instructors & Asst. Professors are Untenured

ATTACHMENT II 5

Dual Credit EnrollmentHigh school juniors and seniors enrolled at participating public, private, and tribal high schools can simultaneously enroll in courses at a reduced cost that qualify for both college and high school credit. Courses o�ered meet the System General Education requirements at all six Regental institutions in the state.

SDBOR EFFICIENCY SERIES

Tuition Cost of 3 Credit Hours

$145$707

$852Dual Credit Student

Undergraduate Resident*

Savings per class

Sources:SDBOR. (2016). [Graph illustration of college debt and cost, line graph, Nov. 6, 2017]. SDBOR Fall Enrollment Dashboard.

Retrieved from https://www.sdbor.edu/dashboards/SDBOR. (2017). Fact Book: Fiscal Year 2017. Retrieved from https://www.sdbor.edu/mediapubs/factbook/Documents/FY17Factbook.pdf

$284/ credit hour

$48.33/ credit hour $2,832Completing 4 Dual Credit Classes in High School saves

and can put you 1 Semester ahead of a traditional Freshman

$7,070Completing 10 Dual Credit Classes in high school saves

and can put you 1 Year ahead of a traditional Freshman

Dual Credit Saves Big

3,035 SD high school students bene�ted from HSDC in 2017

Eliminates Program DuplicationCollege general education courses count towards both college and high school graduation.

Potential Savings from Participation

10 Dual Credit Courses $7,070$3,3681 Year Room and Board

$10,438Savings to StudentsRoom and Board calculated using Double-Occupancy Room and Minimum Meal Plan rates, averaged across Regental System

The Big Picture Savings to Students

If all 3,035 students take an average of 4 dual credit courses,the total savings could be near $13.7m, or an average of $4,516 per student per year.

Savings includes 1 semester of room and board, half of $3,368 rate listed to the right

High School

College

Dual Credit

Undergraduate, resident tution averaged across Regental system

ATTACHMENT III 6

The 4-7-10 Rule: Policy on Section SizeUnderstanding the size of course sections in the state is critical to maintaining cost-e�ective, quality instruction, and services across the Regental system. This infographic discusses how the Board of Regents evaluates institutional performance based on managing section size.

Section Sizes Minimums, by Education Level

Undergraduate

10Entry-level

Graduate

7Upper-level

Graduate

4

202 Sections (2.9%)

6,794 Sections (97.1%)

Below MinimumAbove Minimum

2017 Enrollments Under Section Size Limits

189 Sections (2.7%)

8 Sections (0.1%)

5 Sections (0.07%)

Annually

$4,285

$857Avg. Cost of Undergraduate

3 Credit-Hour Course

(5 students)

Avg. Revenue for Half-enrollment

$8,570Avg. Revenue for

At-Limit Enrollment

$4,304

$1,076Avg. Cost of Entry-level Graduate,

3 Credit-Hour Course

Avg. Revenue for Half-enrollment

$7,532Avg. Revenue for

At-Limit Enrollment

(4 students)

Avg. Revenue for Half-enrollment

$2,152

$1,076Avg. Cost of Upper-level Graduate,

3 Credit-Hour Course

Avg. Revenue for At-Limit Enrollment

$4,304

(2 students)

$697k

-$591k$106k

$24k

-$19k$5k

138 46

-$21k

-$9k-$30k

$619,000 in lost funds

At-Limit EnrolledNet EarningsHalf-enrolledNet Earnings

Di�erence

Extra Entry-level Graduate Sections Under the Limit

Extra Undergraduate Sections Under the Limit

Extra Upper-level Graduate Sections Under the Limit

Resident, On-campus student, assuming an avg. $33 discipline fee/ course, Upper-level Graduate courses are assumed to be taught at a cost of $9,645. Other courses taught at a cost of $3,519.

Note: Undergraduate course revenue subsidizescritical mission areas of a university.

SDBOR EFFICIENCY SERIES

If Percent of Under-Enrolled Courses Increase from 4 to 5% Systemwide

ATTACHMENT IV 7

State Partner Federal

Partner

Family Partner

Part-time work80% of earnings from 15 hrs/ week and 40 hours/ week while not in school at minimum wage.

Student Partner

Institutional Partner

Scholarships & LoansScholarships reward students for accepting responsibility for their own education. Loans cover the remainder of what wages and scholarships cannot.

Expected Family ContributionParents of dependent students or spouses of independent students should be expected to contribute.

SavingsSeveral incentives exist for parents and students to invest in the education of their child or partner.

Recognized Cost of Attendance

Institutional ResponsibilityAfter the Recognized Cost of Attendance, institutions are responsible for any remaining costs. This encourages restraint for increases to portions of costs they can control and will require institutions to �ll any �nancial gaps with institutional aid.

Filling the GapIf students and families have done what they can, then South Dakota should do what it can to manage a�ordability of postsecondary education in the state.

Federal SupportThe federal government o�ers students Pell awards and federal tax credits to encourage saving for college.

Dakota's Promise is a pathway to a more educated South Dakota, requiring several partners in order to be successful. Students, families, federal government, state government, and institutions all have essential roles in ensuring that any South Dakotan aspiring to attain a postsecondary credential can do so.

Recognized Cost of AttendanceAn average of tution, fees, and corresponding costs of living for the bottom three SDBOR instituions and the bottom two SD technical institutes.

SDBOR EFFICIENCY SERIES

$19,767

$3,875$4,316$9,814+

$1,762 State PartnerFederal PartnerFamily PartnerStudent Partner

“Shannon’s” Example$3,875

$4,316

$9,814

$1,762

$5,814For Shannon

$4,000For Shannon

This is an example of what an average student, Shannon, would be expected to contribute, along with the other partners for one year of enrollment at a university.

ATTACHMENT V 8

Course Duplication in the Regental SystemIt can often be seen as an ine�cient to use resources to o�er courses that are currently shared by other institutions in the Regental system. However, due to South Dakota’s geography, having six campuses without overlap can challenge the educational quality of the state as a whole.

SDBOR EFFICIENCY SERIES

Program duplication bene�ts those students unable to relocate to a campus by giving them an option closer to home.

Provides Opportunity

Factors Associated with Managing Duplication

Teacher candidates receive the best guidance by residency instructors when the distance between school and college is closer.

The proximity of available STEM-relatedinstruction would impact the number ofstudents graduating with related degrees.

Quality STEM Education

Teacher Training

General Education Drives EnrollmentFor example, an under-enrolled biology program cannot be easily eliminated, especially since it is common for faculty to teach program-speci�c math courses, as well as biology courses that ful�ll general education requirements.

Every alternating year, a review of undergraduate degree programs is conducted to ensure programs maintain an average of �ve graduates per year. Programs failing to meet these conditions are �agged for review.

Regular Evaluation Program Duplication Stats

Distinct Associate’s or Bachelor’s degree programs263

40% Programs unique to the system*

*Based on CIP Code

2017 Regental Graduates in Biology

BHSU53 DSU4 NSU29 SDSMT15SDSU149USD94

Total 344

Avg. Section Size: 27

Online Sections, Systemwide

1,388 10 Most Common Duplicated Online

Total Sections130Fundamentals of Speech

Composition ICollege AlgebraGeneral PsychologyIntroduction to SociologyComposition IIHuman RelationsUnited States History IAmerican GovernmentBiology Survey I Lab

3119161311108877

In order to remain competetive with other online degree programs outside the Regental System, many schools must o�er their courses online, thus contributing to the total number of duplicate courses.

ATTACHMENT VI 9