Presentation Title | May 4, 2009 Predicting the Need for Academic Support Services Academic...

Presentation Title | May 4, 2009

Predicting the Need for Academic Support Services

Academic Enrollment Planning Subcommittee

Joan Becker, Vice Provost for Academic Support Services

Academic Support Services | March 18, 2010

Focus and Developing Metrics

▸ Focused on estimating the increases in academic advising, tutoring/academic support, career services, disability services, and library resources and services needed to serve an additional 749 students.

▸ Where available, used national benchmarks—National Academic Advising Association’s (NACADA); National Association of Colleges and Employers—to assess gaps in services or compared to peer institutions.

▸ Where not, used trend and cost per student/contact hour data to predict the increase in the need for service.


Academic Advising

▸ Focused on the University Advising Center—responsible for undeclared advising in CLA, CSM, and CM

▸ Metric: Student Caseloads

▸ Used the National Academic Advising Association’s (NACADA) average caseload of 300 students per professional advisor as the benchmark


Academic Advising

Advisor to Student Caseloads

Number

Undeclared Non-

Degree Total

Number of FTE

Advisors Caseload

Fall 2005 2,207 2,207 7 315

Fall 2006 2,500 2,500 7 357

Fall 2007 2,705 2,705 7 386

Fall 2008 2,762 914 3,676 7.5 490

Fall 2009 2,651 911 3,562 10 356


Advising Contacts

0

2,000

4,000

6,000

8,000

10,000

12,000

14,000

16,000

18,000

20,000

2004-05 2005-06 2006-07 2007-08 2008-09

Walk-in advising sessions Advising sessions by appointment

Students advised via First Year Seminars Students advised at Orientation

Total Student Contacts


Academic Advising▸ FY 10 Investments in the UAC: 2.5 advisors (1 growth; 1

advising pool; .5 international re-organization)▸ FY 10 Investments in CLA and CSM: 2 advisors CLA and 1

CSM (advising pool)

▸ Issues not addressed by the Growth Committee▸ Is 300 to 1 the right caseload benchmark? It’s the

average; NACADA recommends lower loads for special populations.

▸ Major and college-based advising.▸ Space

▸ UAC: inadequate waiting space at peak times; have run out of office space, unable to accommodate future growth.

▸ No or inadequate space for college-based advisors.


Tutoring▸ Tutorial programs include:

▸ Subject Tutoring▸ Math Resource Center▸ Reading, Writing, and Study Strategies Center▸ ESL Center▸ Graduate Writing Center

▸ Individual and group tutoring; workshops▸ Metric: looked at the number and percentage of

students served and contact hours over time to determine average percentage of students served, cost per student, and average cost per contact hour.


Undergraduate Tutoring

Tutoring Contact Hours

-

2,000

4,000

6,000

8,000

10,000

12,000

FY06 FY07 FY08 FY09

Total Individual Tutorials

Small Group Tutoring Tutor Led Workshops

Number of Students Tutored

-

500

1,000

1,500

2,000

2,500

3,000

3,500

FY06 FY07 FY08 FY09

Totals Individual Tutorials

Small Group Tutoring Tutor Led Workshops


Trends in Undergraduate Tutoring FY06-FY09

FY06 FY07 FY08 FY 09

Undergrad HC 8,958 9,246 10,008 10,478

# Tutored 2,204 2,476 2,991 2,983

% Tutored 25% 27% 30% 28%

Contact Hours 5,804 6,878 9,300 9,681

Average Contact Hours/Student

2.63 2.78 3.11 3.25


Graduate Student Tutoring

Trends in Graduate Writing Center Usage

FY06 FY07 FY08 FY09

Graduate HC 2,904 3,116 3,425 3,639

# Tutored 57 75 82 87

% Tutored 2% 2.40% 2.40% 2.40%

Contact Hours 247 306 325 346

Contact Hours/Student

4.33 4.08 3.96 3.96


Tutoring

▸ FY 10 Investments: $68,000 increase

▸ Issues not addressed by the Growth Committee▸ Are we using the right mix of delivery modes

—individual, small group, workshops, supplemental instruction?

▸ Do students have access to enough tutoring? Current policy for one on one subject tutoring is one hour per week per course.

▸ Space: atrium tutoring area is becoming too busy and too noisy.


Making progress, but not meeting demand or need

Percent Requested but not Served

0%

2%

4%

6%

8%

10%

12%

14%

16%

18%

20%

Subject Tutoring Math ResourceCenter

Reading, Writing,and Study

Strategies Center

Graduate WritingCenter

Total

Fall 2008 Fall 2009


Disability Services▸ Metric: determined the number and percentage of

students served 2006-09; then calculated the average percentage served and average cost per student.

Students Served and Cost/Student FY 06-09

0

200

400

600

800

1000

1200

FY06 FY07 FY08 FY09

# Served by RCDS Per Student Cost


Disability Services

▸ Accurately projecting costs is very difficult.▸ Number of students registering with the Ross Center

fluctuates▸ Number and kinds of courses (lecture, seminar,

clinical, practicum) each student takes fluctuates ▸ The kinds of accommodations needed and cost per

student varies widely—for example, in FY 09, the average per student cost for testing accommodations (test proctoring) was $112 per student; for interpreting for students with hearing impairments it was $14,316 per student.

▸ FY 10 Investments: $68,000 increase


Career Services

▸ Metric: compared staffing and operational expenses in relation to National Association of Colleges and Employers (NACE) benchmarks.

Staffing and Operational Budget Comparisons

NACE Benchmark

UMB 2008-09

UMB 2009-10

Needed

FTE Professional Staff 7.6 5 7 0.6

FTE Support Staff 6.7 3 3 3.7

Total FTE Staff 14.3 8 10 4.3

Operational Budget $110,880 $30,750 $30,750 $80,130


Career Services

▸ Career Services has been under-funded for many years and the addition of more students exacerbates this problem. However, the Growth Committee as unable to directly link the situation in Career Services to new student growth and recommended that attention be paid to these needs in the regular budgeting process.

▸ FY 10 Investments: 2 career specialists (advising pool)


Library Services▸ Metric: compare expenditures per FTE and

staffing patterns to peer institutions

▸ UMB expenditures per FTE are well below those of our peers.

Institution Educause DataIPEDS Library Expenditures

FTE Educause $/ FTE

University of Louisville $18,493,614 16,682 $1,109

Univ. Maryland Baltimore Co. $7,000,271 9,794 $715

Univ. of Missouri Kansas City $7,349,504 10,283 $715

Cleveland State University $6,324,986 10,536 $600

UMass Lowell $4,599,837 8,182 $562

University of Memphis $7,912,372 16,091 $492

UMass Boston $3,557,001 8,582 $414


UMB student to reference librarian ratios are higher than those of peers.

Comparison of FTE Reference Librarians UMB and Selected Peer Institutions

UMB Peer Institution FTE 2007# of

Librarians RATIO

University of Memphis 16,091 6 2,682

UMass Boston 8,582 4 2,146

Univ. of Maryland Baltimore Co. 9,794 6 1,632

University of Louisville 16,682 7 1,192

Univ. of Missouri Kansas City 10,283 10 1,028

Average 12,286 7 1,736


Library Services

▸ Like Career Services, the library is an area that has been under-funded for some time and the addition of more students exacerbates this already existing problem.

▸ Growth Committee recommended that attention be paid to these needs in the regular budgeting process.

▸ No new funds allocated to address these issues—new funds were allocated to offset increases in the cost of library materials.


General Education

▸ Need to assess the impact of growth on ▸ Availability of courses to meet

requirements—ENG 101/102, FYS/IS, quantitative reasoning, diversity, distribution

▸ Writing Proficiency Requirement▸ Requests for waivers of requirements▸ Number of students not making academic

progress


Strategic Questions▸ Are we working as “smartly” as we can? What are the best

ways to use technology to better manage service delivery and to more pro-actively communicate with students? What are the costs and benefits?

▸ The number of students taking all their courses on-line is increasing. Currently, very few academic support services are available on-line. What are the most effective ways to deliver these services on-line? What are the costs associated with development and implementation?

▸ What impact will Mass Transfer have on the extent to which transfer students will need general education courses? For students who bring in the transfer block, what will the impact be on their ability to meet the WPR?

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