MGT OF - Florida Polytechnic University · 2018. 7. 31. · MGT OF AMERICA, INC. Strategic Planning...

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MGT OF

AMERICA, INC.

Strategic Planning Meeting Materials

FLORIDA

POLYTECHNIC

UNIVERSITY

0

March 22, 2013

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Table of Contents

Academic Program Evaluation Update

A. Access and Attainment Commission Review

B. Alternative Program Delivery Models

C. Review of SUS Engineering Program Offerings (submitted under separate cover)

Proposed Programs and Implementation Timeline

A. Initial Enrollment Model

B. Timeline for Enrolling Students

C. BOG Regulations Requiring BOT Approval

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ACCESS AND ATTAINMENT COMMISSION REVIEW

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Information in this Review

Revised Decision Matrix Slides, with BOG Criteria Incorporated

Description of BOG Commission on Higher Education Access & Attainment (CHEAA) as it relates to Florida Polytechnic program selection

Description of specialized curriculum related to CHEAA that could fit within broader umbrella degrees

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Program Decision Matrix –Engineering Programs

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Civ

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Co

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Ind

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Mec

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(1

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StatewideNone

offered

None

offered

NationalNone

offered

None

offered

Statewide

Enterprise Florida Industry Cluster;

Strategic Area of Interest

National

Operating

Capital / Start-Up

Polytechnics Outside of Florida

Potential for Online

Instruction

Green = High Potential

Yellow = Need for Hybrid (labs)

Consultant Comments

Availability to RecruitGreen = Achieveable

Red = More Challenging

Commission on Higher Ed Access &

Attainment *Academic Program Planning

Considerations Memo

Board of Governors

Min

ing

and

Min

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4.2

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None

offered

Employer Demand

Student Demand

Costs

Competition

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Program Decision Matrix –Interdisciplinary and Other Programs

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Logi

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ater

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Ch

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15

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Ph

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(13

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StatewideNone

offered

None

offered

None

offered

NationalNone

offered

Statewide*FLDOE Crit

Tchr

Shortage

Enterprise Florida Industry Cluster;

Strategic Area of Interest

National

Operating*Assumes

science core

Capital / Start-Up

Polytechnics Outside of Florida

Potential for Online

Instruction

Green = High Potential

Yellow = Need for Hybrid (labs)

Consultant Comments

Availability to RecruitGreen = Achieveable

Red = More Challenging

Access & Attainment Commission * * *

Program Recommendation Memo BS BS * *Board of Governors

Costs

Competition

Student Demand

Employer Demand

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Board of Governors Commission on Higher Education Access & Attainment (CHEAA)

CHEAA was created in 2012 to study gaps in supply and demand that could hinder attainment of goal of 90,000 bachelor’s degrees per year by 2025

Charged with answering these questions:– Is the pipeline of college-age students going to be able to

produce a sufficient number of college-ready students?

– Should all these new students attend our state universities, or is there a major role to be played by the State’s colleges?

– Is there going to be any need in the near future for additional universities or colleges to meet this demand?

– Will the increased demand be evenly distributed around the state or will there be some geographic areas disproportionately impacted?

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What CHEAA Considers in Evaluating Pipeline of Graduates

Projected population growth

Employers’ needs for workers with advanced levels of knowledge and skills

Citizens’ demands for higher education

Existing postsecondary capacity issues

Regional or state-wide factors that could maximize, leverage, partner, or re-engineer existing resources.

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CHEAA Membership and Activities to Date

Members include:– Dean L. Colson (Commission Chair), Board of Governors– Wendy Link, Board of Governors– Kathleen Shanahan, State Board of Education– William L. “Bill” Proctor, Flagler College– Thomas G. Kuntz, Board of Governors– Marshall M. Criser, III, Higher Education Coordinating Council

and AT&T Florida– Susan Pareigis, Florida Council of 100

Staffed by analysts from FL Council of 100, BOG, Independent Colleges of Florida (ICUF), Agency for Workforce Innovation (AWI)

First met September 2012; subsequent meetings December 2012 and March 2013

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CHEAA Importance to Florida Polytechnic

CHEAA is in process of identifying degree program areas that support occupations with high projected unmet demand through 2020

May recommend additional resources to support growth in these areas through RFP to institutions or other means

CHEAA process coincides with critical Florida Polytechnic start-up decisions in 2013-2014

Provides opportunity to take advantage of research, seek support for programming choices that coincide with recommendations

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CHEAA-Identified Undersupplied Occupations (Potential Florida Poly-Related Occupations in Bold Italics)

Accountants and Auditors

Computer Network Architects

Computer Programmers

Computer Systems Analysts

Credit Counselors

Financial Analysts

Graphic Designers

Industrial Engineers

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Insurance Underwriters

Kindergarten Teachers

Medical and Clinical Laboratory Technologists

Middle School Teachers

Operations Research Analysts

Public Relations Specialists

Software Developers, Applications

Software Developers, Systems Software

Training and Development Specialists

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CHEAA Identified Program Areas for Growth

(Programs Potentially Related to FL Poly in Bold)

09.0100 Communication, General.09.0101 Speech Communication and Rhetoric.09.0900 Public Relations, Advertising, and Applied

Communication.09.0902 Public Relations/Image Management.11.0101 Computer and Information Sciences, General.11.0103 Information Technology.11.0201 Computer Programming/Programmer, General.11.0401 Information Science/Studies.11.0501 Computer Systems Analysis/Analyst.11.0701 Computer Science.11.0801 Web Page, Digital/Multimedia and Information

Resources Design.11.0803 Computer Graphics.11.0901 Computer Systems Networking and

Telecommunications.11.1003 Computer and Information Systems

Security/Information Assurance.13.1203 Junior High/Intermediate/Middle School

Education and Teaching.13.1209 Kindergarten/Preschool Education and Teaching.13.1210 Early Childhood Education and Teaching.13.1302 Art Teacher Education.13.1305 English/Language Arts Teacher Education.13.1306 Foreign Language Teacher Education.13.1309 Technology Teacher Education/Industrial Arts

Teacher Education.13.1311 Mathematics Teacher Education.13.1312 Music Teacher Education.13.1314 Physical Education Teaching and Coaching.

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13.1316 Science Teacher Education/General Science Teacher Education.

13.1317 Social Science Teacher Education.13.1318 Social Studies Teacher Education.13.1322 Biology Teacher Education.13.1323 Chemistry Teacher Education.13.1324 Drama and Dance Teacher Education.13.1328 History Teacher Education.14.0901 Computer Engineering, General.14.0903 Computer Software Engineering.14.3501 Industrial Engineering.50.0102 Digital Arts.50.0401 Design and Visual Communications, General.50.0404 Industrial and Product Design.50.0409 Graphic Design.51.1005 Clinical Laboratory Science/Medical

Technology/Technologist.52.0301 Accounting.52.0304 Accounting and Finance.52.0305 Accounting and Business/Management.52.0801 Finance, General.52.0803 Banking and Financial Support Services.52.1001 Human Resources Management/Personnel

Administration, General.52.1201 Management Information Systems, General.52.1301 Management Science.52.1304 Actuarial Science.52.1701 Insurance.

Note: Programs in bold are under discussion, or closely related to programs under discussion, but may not be selected as initial offerings by the Florida Polytechnic BOT.

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CHEAA Should Be Assured that Florida Polytechnic:

Has engaged in program selection process substantially consistent with CHEAA’s charge

Has statutory and leadership commitments to being a key part of the state’s capacity to address unmet needs identified by CHEAA

Expects to have a larger proportion of degrees in target fields (and closely related fields) than any other public institution

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Florida Polytechnic’s Other Priorities in Program Offerings

While many of Florida Polytechnic’s programs will focus on needs identified by CHEAA, the new university also plans to:

Develop limited number of programs not on the target list but economically or academically central to institution’s mission (e.g. entrepreneurship, mechanical engineering)

Stimulate workforce demand and employment opportunities in excess of current projections in key areas, especially Enterprise Florida clusters and areas of strategic emphasis

Ensure flexibility to adapt to new industries and technologies

Consider student demand, cost, faculty supply, cross-teaching opportunities, and accreditation issues in evaluating viability of specific program offerings

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Relationship of Programs Scanned in MGT Process to Board of Governors Planning Guidelines

Board of Governors Program Considerations and Programs Considered for Development at Florida Polytechnic (Green = Relates Closely to Potential Targeted Disciplines/Occupations)

Commission on Higher Education Access & Attainment

BOG Academic Program Planning Considerations

MemoAdditional Notes

Aeronautical / Aerospace Engineering (14.0201)

Probably not on initial FL Poly list

Biological/Biosystems Engineering (14.4501)

Probably not on initial FL Poly list

Chemical Engineering (14.0701)Under consideration as foundational area for Polytechnic education

Civil Engineering (14.0801)Under consideration as foundational area for Polytechnic education

Computer Engineering (14.0901)

Electrical and Electronics Engineering (14.1001)

*Closely Related to Computer EngineeringUnder consideration as foundational area for Polytechnic education

Industrial Engineering (14.3501) Relates closely to Business Operations, LogisticsMechanical Engineering

(14.1901)Under consideration as foundational area for Polytechnic education

Mining and Mineral Engineering (14.2101)

Not on current planning list

Robotics (14.4201)Related to Computer Science/Engineering

and Industrial EngineeringCould be interdisciplinary program across other CIP codes.

Architecture (04.0201) Not on current planning list

Computer Programming, Specific Applications (11.0202)

*Access & Attainment Comm. lists many similar CIP Codes. FL Poly Considering

Different Options.

Digital Communication & Media/Multimedia (09.0702)

Related to A&AC CIP codes: 09.0100 (Communications), 11.0801 (Web/Digital

Design), 11.0803 (Computer Graphics)Information Technology

(11.0101)BS

Logistics, Materials, and Supply Chain Management (52.0203)

*Closely relates to Industrial Engineering, Applied Math

BS Relates closely to Industrial Engineering.

Nanotechnology (15.1601) Could be interdisciplinary program across other areas

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Relationship of Programs to Board of Governors Planning Guidelines (cont.)

Board of Governors Program Considerations and Programs Considered for Development at Florida Polytechnic (Green = Relates Closely to Potential Targeted Disciplines/Occupations)

Commission on Higher Education Access & Attainment

BOG Academic Program Planning Considerations Memo

Notes

Accounting (52.0301)*Relates to 30.1601, BS Accounting

and Computer Science

Applied Mathematics (27.0301)*Relates to 52.1302, MS in Business

Statistics and 27.0501, BS/MS in Statistics

Chemistry (40.0501)

Data Science and Analytics (11.0104)

(Informatics)

Entrepreneurship (52.0701)Under consideration as foundational subject for Polytechnic education

Physics (40.0801)

Science Education (13.1316)

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Degree Discipline Classifications and Initial Accreditation Programs

Course content and degree programs can be configured in different ways– Narrow, separately advertised programs that are subsets of conventional

disciplines (e.g. Computer Software Engineering, Web Page Design, Marketing, Microbiology)

– Specific interdisciplinary programs (e.g. Accounting and Computer Science, Robotics, Energy Conversion)

– Broader conventional categories (Business, Computer Science, Mathematics and Statistics, Biology)

– Broader interdisciplinary categories (Science and Technology, Liberal Arts and Sciences)

The latter two can include specialized concentrations or course content, or can be tailored (like New College) for each student

For initial accreditation, a small number of broad programs may be most practical and allow for flexible, lower-cost curricular structure

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Rationale for Limited Number of Separately-Identified Degree Programs

Each degree program needs regular faculty leadership Best to limit # of degree programs; use temporary, part-time

faculty for specialized content, concentrations within programs

Subheadings indicate potential course content under each degree– this could be developed in stages– course content more important than CIP codes in terms of meeting

state needs

Faculty would cross-teach where content areas listed more than once

Could identify list of 50 or so courses that would need to be offered to satisfy requirements in multiple degrees

Programs could be split into subfields as they grow, as supply and demand dictate

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ALTERNATIVE PROGRAM DELIVERY MODELS

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Delivery Models for Florida Polytechnic

Program subjects (CIP codes and course content) will include a mix of foundational and distinctive offerings

Delivery method is another way to fulfill unmet needs and fill competitive niches, even with conventional subjects

– Co-op Education

– Combined Bachelor’s/Master’s 4+1

– Competency-Based Learning

– Three Year Bachelor’s Degrees

– Globalized Education

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Co-Op / Internship Programs

Advantages• Close alignment with industry• Affordability for students • Increased institutional capacity• High job placement rates• Credit toward graduation• Credit toward professional engineering

licensure experience requirements

Disadvantages / Challenges• Absence of large base of technical employers

in region (many co-ops are urban-based)• Competition with established co-op programs• International student visa authorization

challenges• Scheduling coursework around co-ops• Credit transfer complications

How Does it Work?Students spend a portion of their program in a

paid or unpaid internship or “co-op” that also provides credit toward the degree. This can be as little as a summer, or as much as 18 months.

As an option, virtually all business and engineering programs offer some form of co-op or internship program.

At a smaller number of institutions, they are a requirement or near-universal practice.

Extensive or mandatory co-ops that offer substantial amount of credit toward the degree are the most innovative and offer greatest potential for cost savings to students and institutions.

Who Does It?

Optional/Short-term• Almost everyone

More Extensive Use• Drexel• Florida Institute of Technology

ProTrack™• University of Florida (“no-fall”

program)

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http://www.fit.edu/career/co-op/

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Example: Drexel University Co-Op Program

CommentsDrexel’s co-op model is worth considering; if

students can be offered paid work assignments as part of their degree program, it could substantially reduce net costs.

Curriculum / StructureDrexel offers a range of undergraduate programs

that all include near-universal co-op internships, but has core strengths in engineering and business.

Students attend regular courses full-time freshman year, then alternate enrollment with one to three six-month paid co-op assignments. Average salaries are around $15,000 for each six month co-op. Students who do one co-op graduate in four years; those who do three graduate in five.

While many co-ops take advantage of a large employer base in the Philadelphia area, students participate in co-ops around the country and the world as well.

Who Does It?

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Example: U of Central Missouri Innovation Campus

Advantages• Close alignment with industry, community

college, and K-12• Affordability for students • Potentially high job placement rates• Cost savings in combining HS and

postsecondary education• Support of political leaders

Disadvantages / Challenges• Absence of large base of technical employers

in Florida Poly region• UCM model not yet fully ramped up

How Does it Work?

University of Central Missouri, along with Metropolitan Community College and Summit Technology Academy, is creating a new campus where high school students can enroll during their senior year and earn combined high school and college credit in programs that work closely with industry partners who co-locate facilities on campus.

Partners• Lee's Summit R-7 Schools• Metropolitan Community College• State of Missouri• Exergonix, Inc.• City of Lee's Summit• Lee's Summit Chamber of Commerce• Lee's Summit Economic Development Council• Lee's Summit Gateway Business Alliance• Cerner• DST• St. Luke's• Black and Veatch• Burns and McDonnell• Garmin• Grundfos

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Combined Bachelor’s/Master’s Programs

Advantages• Shorter time to degree• Lower cost to student • Many schools offer special scholarships and

other incentives• Combines broad undergraduate education

with more specialized professional education• Institution retains very best students longer

How Does it Work?Combined-degree programs offer students an

opportunity to complete a bachelor’s and a master’s degree in a shorter period of time. Such programs permit students to double-count graduate courses toward both degrees, thus reducing the time to graduate, often by a semester or more. There are, broadly speaking, two types:

A. Individual Student Bachelor's/Master's Program: developed by individual student in consultation with her academic advisor.

B. Structured Bachelor’s/Master’s Program: articulated curriculum that combines an existing undergraduate and master’s program.

Who Does It?

• Most of the major public universities

Disadvantages/Challenges• Heavier course load• Student need or demand unknown• Possible additional workload for faculty or

need for additional faculty or resources• Resource requirements budget unknown

What Do They Recommend?

• University of Maryland• University of California Santa

Barbara• Florida State University

Who Does It?

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http://www.provost.umd.edu/PCC_DOCUMENTS/DesignX_Combined.htm

http://www.postsecondaryanalytics.com/wp-content/uploads/2013/03/UCSB_Establishment-of-a-five-year-combinedd-bachelors-masters-degree-program.pdf

http://www.postsecondaryanalytics.com/wp-content/uploads/2013/03/UCSB_Establishment-of-a-five-year-combinedd-bachelors-masters-degree-program.pdf

http://www.postsecondaryanalytics.com/wp-content/uploads/2013/03/FSU_Department-Procedures-for-Developing-Combined-Bachelors-Masters-Degree-Programs.pdf

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Example: Rutgers University

Curriculum / StructureRutgers offers three combined programs with a BS in Engineering which make it possible to complete a bachelor’s and master’s degree in 5 years:

BS-MS/BS-MEng (Master of Science, or Master of Engineering)

BS-MBA (Master of Business Administration – Future Leaders MBA)

BS-MBS (Master of Business and Science)

Who Does It?BS-MBA (Master of Business Administration – Future Leaders MBA)

For the first three years, students follow a typical undergraduate degree track. While in the fourth year, they will take courses toward the MBA, completing both programs in the range of 5 to 6 years.

BS-MBS (Master of Business and Science)

The BS/MBS combines a conventional business degree with the content of an MS and an MBA degree. The program pairs a student’s science concentration with core courses in finance and accounting, marketing, communication and leadership, management of science and technology electives, ethics and a capstone course covering entrepreneurship and intrapreneurship.

Recommended study sequence for BS-MS/BS-MEng

Summer following 3rd year: apply for summer internship/fellowship

Senior year: take 6 credits (independent research and thesis) beyond the minimum for graduation, which count towards the MS/MEng degree as well as toward the BS. Suitably prepared students can take graduate courses.

Fifth year: 3 courses and 3 credit hours of research each semester

Summer/Fall following 5th year: Write MS thesis, take comprehensive final exam or MEng project report

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Example: BS/MS Computer Science

Curriculum / StructureMore than half of the colleges at Florida State

University offer a combined bachelor’s/master’s program. The combined program in Computer Science allows up to 12 credits of coursework to be jointly counted toward both the BS and the MS degree.

Students in this program are permitted to substitute up to 9 graduate computer science hours for the equivalent number of undergraduate computer science advanced elective hours. In addition, students may substitute 3 graduate computer science hours for the same number of non-CS elective hours. The student will always take at least 20 hours as a graduate student.

Year Credits Milestones

Freshman 30

Sophomore 30Apply for entry into BS/MS

program at the end of year two.

Junior 30 Take GRE at end of year three.

Senior 30 Apply to grad school early fall.

Complete BS at end of year four.

Total UG Hours 120

Graduate 23

Total Hours 135

(includes combined hours)

Sequence

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Competency-Based Learning

Advantages• Competency-based education will play a bigger

role in 21st century higher education• Can use existing courseware and materials—

reduces need for classrooms, labs• Saves students time and money• Important strategy for serving adult students

Disadvantages / Challenges• Many STEM areas may be difficult to deliver on

a competency model• Federal and state financial aid programs are

just starting to change to accommodate competency

• Few faculty and staff conversant with competency-based models

How Does it Work?While most of American higher education in the

last hundred years has been based on the credit hour, there is a growing movement to allow students to demonstrate competency in skills and content areas regardless of the amount of “seat time” or contact time they have spent in class.

In a competency-based model, the critical skills and content knowledge for a degree are defined by appropriate faculty, and students are assessed according to when they believe they have mastered elements of the content.

In place of regular instructors, students can be assigned “coaches” or mentors who help them find, use, and understand course materials or negotiate internships and other real-world experiences.

Who Does It?• Many institutions offer some form of

competency-based education, often in the form of “challenge” exams to get credit for specific courses.

• Very few organize entire degree programs around competency, although that is changing.

• Western Governors University, a private nonprofit college, is a national leader in competency-based education.

• Northern Arizona University is the first public four-year institution to offer an entirely competency-based degree.

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Programs

• Computer Information Technology• Liberal Arts

• Small Business Administration

Student Support• A faculty mentor is assigned to each student

to coach him/her through program• Discipline mentors tutor students in specific

subjects• Lead faculty create the course content and

assessments• Evaluators provide feedback on student work

What Is Personalized Learning?• Self-paced, starting any time• Competency-based, using faculty-identified

competencies from existing NAU degree programs

• Implemented and monitored online• Inexpensive, at $2,500 per six months, with no

extra fees or textbook costs• Partnered with Pearson Education to provide

adapted versions of published online course content

• Supported by Gates Foundation $1 million “Next Generation Learning Challenge” grant

• Started spring 2013; goal to serve 8,000 students in five years

Who Does It?• Many institutions offer some form of

competency-based education, often in the form of “challenge” exams to get credit for specific courses.

• Very few organize entire degree programs around competency, although that is changing.

• Western Governors University, a private nonprofit college, is a national leader in competency-based education.

• Northern Arizona University is the first public four-year institution to offer an entirely competency-based degree.

Example: N. Arizona University Personalized Learning

http://nextgenlearning.org/grantee/northern-arizona-university

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“3-2” Dual Bachelor’s Degree Engineering Programs

Advantages• Allows engineering to focus on core competencies• Highly qualified, pre-screened students• Low barrier to entry• FL Poly could be less expensive option than many 3-2

partners

Disadvantages / Challenges• Five years may be perceived as too long• Competition with prestigious engineering

schools could be a challenge• Size of market probably limited

How Does it Work?Many liberal arts and comprehensive colleges

that do not have engineering programs partner with engineering schools to create programs that offer two degrees in five years, with the first three spent at the non-engineering institution and the second two at the engineering school.

Students then graduate with, for example, a degree in mathematics from the first institution, and a degree in mechanical engineering from the second. General education requirements and some major prerequisites are shared between the two degrees.

Who Does It?• Florida public universities do not, since they have

their own engineering programs• Florida private colleges do partner, primarily with

private engineering programs• Columbia University and Washington University are

among the top engineering destinations, each with dozens of 3-2 partners, including many in Florida

• Columbia, for example, partners with Jacksonville, Rollins and Eckerd College to provide 3-2 degrees

• A small number of public institutions in other states have 3-2 degree relationships

• SUNY Fredonia, for example, has 7 private and 7 public engineering partners, in and out of NY state

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Pre-Engineering “Core”Co-op students typically take these courses prior to transfer to engineering partner institution:

Many Partners• Case Western Reserve University (1)• Clarkson University (2)• Columbia University (3)• Cornell University (4)• Louisiana Tech University (5)• New York State College of Ceramics at Alfred (6)• Ohio State University (7)• Penn State Erie (8)• Rensselaer Polytechnic Institute (9)• Rochester Institute of Technology (10)• State University of New York at Binghamton (11)• State University of New York at Buffalo (12)• Syracuse University (13)• Tri-State University (14)

Major Options• Any major at SUNY Fredonia in first three

years• Science majors have most common

prerequisites with engineering• Any engineering specialty at partner

institutions

Example: SUNY Fredonia (3) + Engineering (2)

http://www.fredonia.edu/catalog/3990.htm

CHEM 115/CHEM 125

General Chemistry I & Lab

CHEM 116/CHEM 126

General Chemistry II & Lab

MATH 122-MATH 123/MATH 223

University Calculus I, II, & III

MATH 224 Differential Equations

PHYS 230/PHYS 232

University Physics I & Lab

PHYS 231/PHYS 233

University Physics II & Lab

PHYS 321-PHYS 322

Engineering Mechanics I & II*

PHYS 323-PHYS 324

Circuit Analysis I & II*

ENGL 100 English Composition

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Three-Year Bachelor’s Degree

Advantages• Reduced costs to students• Fuller use of facilities and faculty/staff through higher

summer enrollments• Boosting graduation rates

Disadvantages / Challenges• Small institutions or majors may not be able to

offer enough courses• Student interest so far has been limited• Harder to do for / limited examples in STEM

How Does it Work?To accelerate students’ time to degree and save

on total attendance costs, some institutions are offering three-year degree options in selected bachelor’s programs. In these programs, all requirements for a degree can be completed in three years instead of four.

Such programs usually involve year-round full-time attendance and may include certain online or hybrid course components as well.

Even without formal three-year degree programs, three-year degrees are often possible at many larger institutions that have substantial summer course offerings or where students bring large amounts of accelerated credit.

Who Does It?

Some three-year degrees possible at many institutions in selected majors.

Three-year degrees have been specifically created and promoted at:

• UNC Greensboro• U of N Arizona• Ball State (IN)• Southern Oregon• U Wisconsin - Stout

Good discussion of pros and cons at:http://www.aascu.org/policy/publications/policy-matters/2012/threeyeardegrees.pdf

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How it Works

• Available in 17 Academic Programs• Students must have 12 hours of accelerated

credit to start• Can save $9,000 in tuition• Based on year-round attendance• Students offered priority registration and

specialized advising

Major Options

• Accounting• African American Studies• Business Administration• Communication Studies• Economics• English• Entrepreneurship• Finance• German• History• Information Systems and Operations

Management• Kinesiology - Fitness Leadership• Kinesiology - Sports Medicine• Music (BA only)• Philosophy• Political Science• Psychology• Public Health Education• Russian• Sociology• Studio Art (BA only)

Example: UNC Greensboro “UNCG in 3”

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Global Partnerships—International Engineering & Business

Advantages• Takes advantage of Florida’s geographic location and

economic integration with global markets• Expands career opportunities for students• Attracts international students• Florida is an under-served market, with low rates of

study abroad and foreign student enrollment at public institutions

Disadvantages / Challenges• Scheduling/integrating curriculum content

across boundaries• Language barriers (though English is often the

language of instruction in other countries)• Additional costs for students• Difficult to integrate with transfer-intensive

programs

How Does it Work?Partnerships with institutions in other countries

can provide students and faculty with access to ideas, people, and markets that are increasingly important in a globalized 21st century.

While study abroad is a common feature of American undergraduate education, engineering programs require special care to ensure the sequencing of course material fits with standard-length degree programs.

The Global Engineering Education Exchange provides a common set of procedures for exchange, in which students can spend a year abroad in one of the partner institutions, with credit toward degree requirements at the home institution.

Who Does It?

• 60 institutions participate in the Global Engineering Education Exchange

• 31 are in the US• Only 1 is in Florida (Embry-Riddle)• 20 US public institutions participate• No Florida public institutions participate

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International Program Example: Global Engineering Education Exchange

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Recommendations

Short-term– Implement elements of competency-based programs as a

way to reach adult learners/near completers• Prior learning assessment• Options to “test out” of certain courses• Focus on degree completion

– Start developing co-op programs– Create and advertise at least one 4+1 (bachelor’s/master’s)

pathway– Explore 3-year degree pathways (but do not depend on

them)

Longer-term, opportunistic– Global partnerships– 3+2 (dual bachelor’s) partnerships– More aggressive competency-based options

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REVIEW OF SUS ENGINEERING PROGRAM OFFERINGS

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Submitted under separate cover

INITIAL ENROLLMENT MODEL

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Fl Poly Enrollment Planning 3/20/2013

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Background Information

Enrollment Projections vs. Management

3/20/2013Fl Poly Enrollment Planning 38

Projections Management

TargetNo enrollment target necessary

End target generallyrequired

InfluenceStudent demand (controlled by policy)

Administration (also controlled by policy)

Staff Responsible

Institutional research and planning

Admissions and registrar

Overall Goal

Predicting enrollment levels to better determine resource needs as well as tuition and fees collected

Crafting institutional demographics and student mix

History of Enrollment Modeling


Some of the earliest scholarly literature regarding postsecondary enrollment projections was published in the 1950’s and 1960’s.

Many of the methods being discussed throughout the 1960’s and 1970’s literature are still in use at institutions today. Markov chain models

cohort flow models

regression models

A big focus for scholars in projecting enrollment through the 1970’s involved the creation of computerized simulation models intended to apply to multiple institutions

Common Methods for Projecting Enrollment


SurveysSubjective judgment

Ratio methodsCohort survival

Regression analysisMarkov modeling

Time series analysis

Neural networkSimulation

Fuzzy time series

Traditional, straightforward

Recent, mathematical

Common Variables


No matter the modeling method, certain variables can typically be found across model types population projections for the surrounding area

high school graduation rates

historical institutional enrollment data (does not apply here)

enrollment data from a competing institution

various economic measures, such as unemployment rate, consumer price index, average per capita income

Additional data helps inform the process incoming student grades

test scores (SAT, ACT)

assorted demographics

Goals for FPU Enrollment Model


Be available immediately

Use a phased approach by starting out with a high-level projection and then evolving it into a more complex model

Use inputs that are reasonably estimated

Since we have no enrollment history, we must use estimations for semester-by-semester continuation rates, year-to-year retention rates, graduation rates, and expected new student enrollments

Be usable

Allow for FPU leadership to readily run “what-if” scenarios

Provide necessary output for BOG workplan

A P H A S E D A P P R O A C H T O M E E T T I M E L I N E N E E D S


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Enrollment Model Development

Phase I: Research and Planning


Goal: Project planning and research (March 2013)

Present the project plan to Strategic Planning meeting on March 22nd; incorporate any clarification needed in time for the March 28th BOG meeting

Provide any modification or clarifications needed in time for the April 2nd BOT meeting

Phase II: Baseline Model


Goal: Develop baseline data and Excel formulas with PowerPoint “user guide” (April 2013)

This initial model may be simplistic in nature, but sufficient to provide “what-if scenario” planning exercises and enrollment data necessary for the BOG workplan submission.

Phase II: Baseline Model, continued


Model inputs will incorporate: Incoming students by term at different levels: freshman,

transfer, master's

Continuation and transition rates

Headcount to FTE conversion rates

Model outputs will provide 5-year forecasts for: Total fall headcount for undergrad and graduate

Annual student credit hours by level (Lower, Upper, Grad I)

Total SCH may be broken out by fundable/non-fundable, in-/out-of-state, delivery mode

The model will not provide program level plans, term-by-term results, or degree projections

Phase II: Baseline Model, continued


Collect benchmarking data for peer institutions or other SUS institutions to determine reasonable initial estimates for rates (retention, graduation, HC to SCH ratios, term-by-term enrollment)

Test the model with various what-if scenarios to ensure its efficacy, make model adjustments

Create a PPT report that describes how to use the Excel file, and anticipated future developments

Phase III: Enhanced Enrollment Model


Goal: Based on user-feedback, create a more sophisticated enrollment model to allow for term-by-term planning and tuition revenue projections. (May 2013)

Phase III: Enhanced Model, continued


Enhance the outputs of the baseline model to provide details for:

Term-by-term headcount enrollment by level: freshman, sophomore, junior, senior, master's

Term-by-term student credit hour projections by level: Lower, Upper, Grad I

Degree award projections

Credit hours by in-/out-of-state or any other break-outs needed for planning purposes

Outputs do not include program-level (major) plans

Additional model testing and adjustments

Combined Cohort-Markov Model


New students

Summer term

Stopouts & graduates

Current Fall

Previous Falls by Cohort

New students

Spring term

New students

Stopouts & graduates

Previous Summer

Survivors Transition Transition

Transition

Transition fraction pij = fraction of students in class i in one

period that can be found in class j in the subsequent time period

Students are grouped into cohorts at the time they

enter the university (cohort survivor fractions)

Markov chain modelCohort-flow model

Inputs


Students Returning in

the Fall

Students Returning in the Spring /

Summer

New student input by type (FTIC, CC

Transfer, Grad)

New student allocation fractions

by type and class (Fr., So, Jr., Sr.)

Undergraduate retention

fractions (cohort)

Graduate continuation

fractions(non-cohort)

Semester transition fractions

New Students by Class/Term

Undergraduate Headcount Prediction


Fall headcount = fall retained + fall new Fall retained = survivor rates applied to new student numbers

Fall new = new students transitioning from the summer + new students in the fall

Summer headcount = spring retained + summer new Spring retained = estimated transition rates based on best guess of

student behavior (informed by peer institution data)

Summer new = may be prevalent for freshmen

Spring headcount = retained from fall + spring new Retained from fall = best guess transition rates

Spring new = may be prevalent for transfers

Each of these are computed by student level

Example Fall-to-Fall Freshmen Survivor Rates


Projection % Fresh. Soph. Juniors Seniors Grad Drop-Out Total

after 1 year 13% 60% 7% 1% 1% 18% 100%

after 2 years 1% 20% 50% 10% 5% 14% 100%

after 3 years 0.5% 2% 20% 45% 10% 22.5% 100%

after 4 years 0.5% 2% 30% 40% 27.5% 100%

after 5 years 1% 20% 50% 29% 100%

after 6 years 0.5% 8% 60% 31.5% 100%

after 7 years 1% 62% 37% 100%

after 8 years 0.5% 64% 37.1% 100%

after 9 years 0.2% 65% 34.8% 100%

after 10 years 0.1% 66% 33.9% 100%

Note, these figures are for demonstration purposes only

This matrix will be quite different for transfers

Values will be initially estimated and then refined

Example New FTIC Transition Rates


Enrollment Term

Entry Term

Summer

Summer

Fall

Summer

Fall

Fall

Spring

Spring

Freshman 95% 90% 80% 80%

Sophomore 5% 10% 15% 10%

Junior 2% 2% 5% 7%

Senior 0% 0% 1%

Note, these figures are for demonstration purposes only

This matrix will be quite different for transfers

Values will be initially estimated and then refined

Testing and Validation


After the model is constructed:

Enter various scenarios of incoming students by type

Compute retention rates and graduation rates that are generated by using the current Markov ratios

Adjust input data and estimates as necessary

Peer comparisons are important to ensure reasonableness of the resulting model

SUS institutions

Other polytechnic universities

Other start-up universities

For Consideration


Decisions to get started: Enrollment target (Fall 2016: 1,244 FTE ?) Freshmen : Transfer ratio Graduate : Undergraduate ratio Summer : Fall : Spring admissions

Initial estimates: Retention rates Graduation rates Fall headcount : Annual student credit hours ratios Fundable : Non-fundable ratios

Next-phase decisions: Full-time : Part-time In-state : Out-of-state Online : Face-to-face instruction Student diversity

Fall 2012 New Undergraduate Students


39%

23%30%

17%

41% 40%

29%

60%

43%

52%

17%

2%0%

10%

20%

30%

40%

50%

60%

70%

% Transfers

Fall 2012 Total Headcount


28%

10%

42%

25%

40%

15%

0%

32%

14%

33% 31%36%

0%5%

10%15%20%25%30%35%40%45%

% Part-Time

Fall 2012 Total Headcount


19% 16% 15% 8% 17% 20% 0% 14% 33% 10% 20% 15%

-999999900%

-799999900%

-599999900%

-399999900%

-199999900%

100%

0%

20%

40%

60%

80%

100%

% Graduate

Undergraduate Graduate Unclassified % Grad


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New Student Model

Phase IV: Incoming Student Planning


Goal: Provide research to support developing reliable estimates for incoming students by type and decisions about student recruitment strategies. Provide a yield model to anticipate numbers of applicants for admission in order to achieve enrollment goals.(June 2013)

Understanding the “Market”


Data sources to understand future trends in freshmen demand: Western Interstate Commission for Higher Education

(WICHE)

College Board

ACT.org

FLDOE

Census

Florida office of Economic and Demographic Research (EDR)

in transfer demand: Local community colleges

Florida State College System projections

Florida High School GraduatesImage from WICHE, Knocking at the College Door: Projections of High School Graduates, 2012


Florida Public High School GraduatesImage from WICHE, Knocking at the College Door: Projections of High School Graduates, 2012


Lowest and Highest Population Growth Counties


County2011

Estimate

2020

Projection

Projected

Change

PINELLAS 918,496 915,500 -2,996

MONROE 72,670 70,900 -1,770

GULF 15,789 16,000 211

BRADFORD 28,662 28,900 238

MADISON 19,298 19,600 302

HARDEE 27,653 28,200 547

FRANKLIN 11,527 12,100 573

HENDRY 38,908 39,600 692

LAFAYETTE 8,752 9,500 748

HOLMES 19,901 20,700 799

County2011

Estimate

2020

Projection

Projected

Change

MIAMI-DADE 2,516,515 2,717,600 201,085

ORANGE 1,157,342 1,355,700 198,358

HILLSBORO

UGH1,238,951 1,420,400 181,449

LEE 625,310 763,200 137,890

PALM

BEACH 1,325,758 1,461,200 135,442

POLK 604,792 698,900 94,108

PASCO 466,533 554,400 87,867

OSCEOLA 273,867 353,100 79,233

ST. LUCIE 279,696 346,600 66,904

LAKE 298,265 361,800 63,535

Source: Bureau of Economic and Business Research, Florida County Population Projections, 2012

Phase IV: Incoming Students, continued


Provide an Excel-based enrollment yield model to help determine the necessary numbers of applicants offered admission in order to achieve enrollment targets

The Excel worksheet will account for student type (transfer, freshman) and student characteristics (in-/out-of-state, SAT/ACT score, and these students’ propensity to enroll)

Collect and input estimated yield rates by student type based on peer institution data

Produce a PPT report to describe how to use the Excel file, and anticipated future developments

Incoming Freshmen


Admission Rates (percent of applied who are admitted)

Student Aptitude

(SAT, ACT or H.S. GPA)



46%38%

47%54%

45%39%

63%

47% 45% 47%

66%

58%

0%

10%

20%

30%

40%

50%

60%

70%

% Admitted

Incoming Freshmen


Yield Rates(percent of admitted who enroll)

Student Aptitude




47%50%

38%

55%

46% 45%

33%

53% 54%49% 48%

28%

0%

10%

20%

30%

40%

50%

60%

% Yield

Incoming Freshmen


Recruitment Dollars (scholarships or other financial aid)

Student Aptitude


$

$

$

$$

$

Proposed Timeline


March 28nd

April 29th

May 27th

June 24th

Future

Phase I: Planning

Phase II: BaselineModel

Phase III: Enhanced

Model

Phase IV: Input

Forecasts

Program Planning

D E V E L O P I N G A N E N R O L L M E N T P L A N

M A R C H 2 0 , 2 0 1 3

Florida Polytechnic University

TIMELINE FOR ENROLLING STUDENTS

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Example Flow Chart: Enrollment Management

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Enrollment Management Processes and Services

First Class of Students Enrolling in August 2014 Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec

Develop mission, goals, criteria, uniqueness, special qualifications, curriculum

Initiate enrollment management process (leadership, criteria, systems, process)

Check statewide recruit program and request to be added

Research BOG rules to know calendar, outsourcing, etc.

Identify housing/hotel options for student housing

Plan for staff hiring and office/systems accommodations

Initiate Website development for recruitment and operations

Initiate communication with Common Course Numbering

Develop branding, admissions brochure(s), application form, Web, stationery, letters, procedures

Contact FACTS for addition to system (information, electronic transcripts)

Contact ACT & SAT for institution number

Develop catalog or booklet on the university with programs/courses

Establish Visitors Center (with parking; driving directions)

Distribute recruitment materials to high schools and colleges

Continue to develop recruitment materials

Establish "One Stop Shop" (admissions, visitors, burser, registrar, financial aid, advisement)

Begin admissions staff and university representatives recruitment visits to schools and colleges

Begin to accept applications for Fall 2014

Host programs for guidance counselors and transfer counselors

Start calls to students who have applied or shown interest at recruitment events

Perform daily office duties

Submit General Education and Program courses to Common Course Numbering

Hold special events that are not on recruitment schedule that is developed by state

Start schedule of classes for Fall 2014

Plan orientation sessions for Fall of 2014 class

Final decisions on what will be in the admissions acceptance process (letter, certificate, housing application, etc.)

Complete plans for advising

Develop plans for testing

Admit students for Fall of 2014

Host weekend programs for accepted students and families (encourage commitment)

Make student housing assignments

Finalize arrangments for food services, parking, identification

Finalize faculty contracts for Fall 2014

Start planning for Fall of 2015 recruitment (what works)

Initiate recruitment for Fall 2015

Conduct orientation (include registration, testing, identification cards, etc.)

Occupy new building and start Fall of 2014 term

2013 2014

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Example Flow Chart: New Degree Program

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Planning and Development of New Degree Program

First Class of Transfer Students Enrolling in August 2014

Jan

Feb

Mar

Apr

May

Jun

Jul

Aug

Sep

Oct

Nov

Dec

Jan

Feb

Mar

Apr

May

Jun

Jul

Aug

Sep

Oct

Nov

Dec

Jan

Feb

Mar

Apr

May

Jun

Jul

Aug

Sep

Oct

Nov

Dec

Jan

Feb

Mar

Apr

May

Jun

Chief Academic Officer Identifies, Proposes and Receives Approval for Initial Programs

Chief Academic Officer Recruits Leaders for Each Approved Program

Program Leaders Relocate

Chief Academic Officer and Program Leaders Develop Overall Curricular Requirements

Assigned Program Leaders Identify Needed Skills for Full-Time and Adjunct Faculty

Assigned Program Leaders Recruit Full-Time Faculty for Program

Assigned Program Leaders Develop Curricula for Each Program

Assigned Faculty Relocate

Program Leaders and Faculty Review Appications from Potential Students

Assigned Faculty Develops Syllabi for Each Course

Program courses submitted to Common Course Numbering review

Assigned Full-Time Faculty Identify and Request Library/Media Support Services

Assigned Full-Time Faculty Identify Laboratory Requirements for Courses and Program

Assigned Program Leaders Recruit Adjunct Faculty for Program

Transfer Student Completes General Education Courses

Transfer Student Enters Florida Polytechnic

Transfer Student Completes Elective Courses

Transfer Student Completes Courses Required for Major in Specific Program

Transfer Student Graduates from Program

2014 20152013 2016

BOG REGULATIONS REQUIRING BOT APPROVAL

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BOG Regulations Requiring BOT Approval

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Admission of Undergraduate First-Time-in-College, Degree-Seeking Freshmen 6.002

Student Conduct and Discipline 6.011

Student Ombudsman 6.011

This regulation outlines the minimum eligibility requirements for FTIC students seeking admission to an

undergraduate degree program. Institutions may establish more stringent admission requirements. The university

board of trustees must develop regulations governing the admission of FTIC students consistent with the BOG

regulations. To be eligible for admission, an FTIC student must: earn a standard high school diploma or equivalent,

submit SAT or ACT scores, submit a complete official high school academic transcript and college transcripts, if

appropriate, earn two high school credits in one foreign language or American Sign Language. Students with a

disability are eligible for modification of any requirement for admission. The regulation outlines how students may

meet SUS admissions eligibility requirements through standard admission, alternative admission (profile

assessment), or Talented Twenty. Detailed high school academic unit requirements are provided in the regulation.

The regulation requires any changes in admission standards be included in the undergraduate catalog and posted on

the university Web site.

This regulation requires that the board of trustees establish a student disciplinary system, including a code of conduct,

processes for disciplinary proceedings, internal appeals process and description of rights of alleged victims in the

student disciplinary proceedings. The regulation requires that each university publish, at a minimum on its Website,

the regulations and policies comprising its student disciplinary system, including the code of conduct. The regulation

requires that each university comply with the Family Educational Rights and Privacy Act of 1974 (FERPA) and other

state and federal laws relating to the confidentiality of the records and reports of students.

The regulation requires that the university board of trustees establish a student ombudsman function to advocate for

fair and equitably administered processes and identify problem solutions. It requires that information about the

ombudsman role must be published in the student handbook, at a minimum.

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BOG Regulations Requiring BOT Approval

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Student Governments 6.014

Tuition and Associated Fees 7.001

Textbook Adoption 8.003

The regulation requires that the university board of trustees establish a student government on the university’s main

campus, composed of at least a student body president, a student legislative body, and a student judiciary. Student

body president must be a member of the Board of Trustees. Student government will adopt procedures governing

operation and execution of duties, which shall be approved by the Board of Trustees or its designee. Members of

student government are expected to adhere to the university student code of conduct.

The regulation requires that all students pay tuition and associated fees. The university board of trustees is allowed

to set graduate tuition and out-of-state fees. The regulation outlines payment of fees, process for proposing a block

tuition policy, and procedures for proposing increases to undergraduate tuition, as well as graduate and continuing

education courses.

The regulation requires that the board of trustees establish a textbook adoption procedures to minimize textbook

costs while maintaining the quality of education and academic freedom.

Note: All regulations can be found in pdf form at: http://www.flbog.edu/about/regulations/regulations.php

MGT OF - Florida Polytechnic University · 2018. 7. 31. · MGT OF AMERICA, INC. Strategic Planning...

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