as sessing and taking risks in summer sessions: the art of playing with fire and not getting too...

Assessing and Taking Risks in Summer Sessions: The Art of Playing with Fire and Not Getting Too Burned

WASSA Annual ConferenceReno, NV

October 6, 2015

Loy Lytle

Research Professor and Dean Emeritus

University of California, Santa Barbara

[email protected]

PLEASE NOTE

the Power Point slide set used for this 2015 WASSA Conference

presentation has been modified, and annotations and commentary

have been added to make the data more accessible to interested

readers. Please view the presentation in a mode that will allow you to

view the notes and comments that have been included, beginning with

slide no. 7. The comments are intermittent for the early slides, but

begin in earnest with slide no. 39.

Do you consider yourself to be a risk-taking individual?


Risk taking occurs when you do something that exposes yourself, or someone or something, to possible danger, injury, the chance of loss, and/or not getting what you want.

Top 10 Leading Causes of Death in the U.S. in 2013 (from the U.S. Center for Disease Control)

CauseNumber of

DeathsPercent of

Total Deaths

Heart disease 611,105 24%Cancer 584,881 23%Chronic lower respiratory diseases 149,205 6%Accidents (unintentional injuries) 130,557 5%Stroke (cerebrovascular diseases) 128,978 128,978 5%Alzheimer's disease 84,767 3%Diabetes 75,578 3%Influenza and pneumonia 56,979 2%Nephritis, nephrotic syndrome, and nephrosis 47,112 2%Intentional self-harm (suicide) 41,149 2%Others 686,682 26%

A partial list of human behaviors known to affect health and well-being (from the CDC Behavioral Risk Factor Surveillance System)

Behavior Survey Year Percent

Adults (18+ years) currently smoking cigarettes

2012 19.6%

Adults participating in 150 minutes or more of aerobic physical activity per week

2011 51.6%

Adults consuming fruits or vegetables five or more times per day

2009 23.5%

Adults who are binge drinkers (males consuming 5 or more and females 4 or more drinks on one occasion)

2013 16.9%

Observed seat belt use based on probability samples in all 50 states

2012 86.0%


Risk taking occurs when you do something that exposes yourself, or someone or something, to

possible danger, injury, the chance of loss, and/or not getting what you want.

Like it or not, we are all risk-takers. It’s part of the human life!

Before proceeding with the rest of the slides, please take a moment to reflect and answer the following six questions, all of which are important when assessing and taking risk in your role as a summer sessions administrator….

1. What do you think is the primary business function of summer sessions at your institution?

2. What variables should you be tracking to maximize the outcomes related to the primary business function of summer sessions at your institution?

3. Compared to last year, how did your summer go?

4. What was the basis for your assessment?

5. What do you perceive to be the primary strengths, weaknesses, opportunities, and threats affecting summer sessions primary business at your institution?

6. What is the riskiest thing you have ever done as a summer sessions administrator and what did you do to minimize the risk?

Human Risk Taking Behavior (from Croston, G. (2012). The Real Story of Risk. Amherst, NY: Prometheus Books)

• More than a matter of statistical tables

• Cannot be understood based solely on probability outcomes

• Something we think and feel our way through moment by moment every day of our lives

• Dependent in part on our evolutionary past and cultural present

• Is a necessary mechanism for coping with the dangers and uncertainties of life

How do you assess and manage risk in summer sessions?

Pictures from https://en.wikipedia.org/wiki/Paul_the_Octopus (left picture) and http://www.theepochtimes.com/n3/814273-do-animals-have-esp-unexplained-stories-seem-to-show-animal-clairvoyance/ (right picture)

Paul the Octopus

Pictures from https://en.wikipedia.org/wiki/Paul_the_Octopus (left picture) and http://www.theepochtimes.com/n3/814273-do-animals-have-esp-unexplained-stories-seem-to-show-animal-clairvoyance/ (right picture)

Paul the Octopus(b. 26 January 2008 – d. 28 October 2010)

REST IN PEACE

What do you do when you assess risks and take action as a summer sessions administrator?

19

What do you do when you assess risks and take action as a summer sessions administrator?

Do you typically

Ask the advice of your supervisor?

Seek the counsel of others (colleagues; staff; friends; etc.)?

Form a committee of stakeholders to study the problem?

Use social media, including NAASS or WASSA list serves, for advice?

Rely on traditional office practices?

Research and find expert opinion?

Use analytic tools derived from institutional data to formulate a course of action?20

What do I think is the primary business function of summer sessions?


Maximize the financial return from the summer term to help the campus achieve its mission and vision


Maximize the financial return from the summer term to help the campus achieve its mission and vision

while at the same time providing students with high quality learning experiences at affordable prices and

appropriately recognizing the contributions of my faculty and staff

The Summer Sessions’ “Administrative Conundrum”

Understand that when you turn a profit (“enjoy a surplus” when revenues exceed expenses), it is perceived differently by


Understand that when you turn a profit (“enjoy a surplus”—when revenues exceed expenses), it is perceived differently by

• Students--the price paid for the educational experience has to have exceeded the cost of delivering it;




• Faculty--salaries may not be as high as they should be, or they could be perceived as downright unfair or non-competitive;





• Staff --workload might be too high, or their compensation might be perceived to be too low or inadequate; and





• Staff --workload might be too high, or their compensation might be perceived to be too low or inadequate; and

• Administration--just “turning a profit” might not be good enough, particularly in tough economic times. Some hold the view that summer surpluses should be as high as possible without attracting undue attention, incurring the wrath of faculty or staff, or tarnishing the reputation of the institution.

Make it a practice to answer these questions as a first step in assessing risk


• What is the primary business function of summer sessions at my institution?



• What variables should I be tracking to better understand how risk(s) might affect summer sessions’ primary business at my institution?




• How did my summer go in the past and how might it go in the future?




• How did my summer go in the past and how might it go in the future?

• What are the bases for my assessment?

What is the primary business function of summer sessions?

• Maximize the financial return from the summer term to the campus

• Provide students with the highest quality learning experiences at affordable prices

• Provide fair workload compensation and recognition for faculty instructors and staff service providers

Variables that should be tracked to understand how risk might affect the business of summer


At the minimum, the following variables should be tracked annually to assess the efforts made to maximize the summer term financial return:

• Unduplicated student headcount (number of individual students enrolled in one or more summer courses but counted only once);

• Duplicated student headcount (number of student enrollments in summer courses such that students are counted multiple times);

• Student credit units/credit hours (to estimate student, faculty, and staff workload);

• Number of “primary” courses proposed and offered; and

• Student fees (including unit and “campus-based” fee) charged different groups of summer term students.

• Summer term expenses (including faculty salaries and benefits; service fees, etc.)


At the minimum, the following variables should be tracked annually to assess the quality of student learning and their other experiences:

• End of course student surveys assessing instructor and course quality;

• End of term student surveys to assess student summer sessions services and facilities (e.g., academic advising; student learning support services; counseling; food and lodging quality; recreational facilities; cultural enrichment programming, etc.); and

• Summer term grading outcomes


At the minimum, the following variables should be tracked annually to assess faculty and staff perspectives and experiences:

• End of course faculty surveys addressing faculty recruitment, appointment, and compensation; student quality as well as academic support services provided in the support of instruction (e.g., teaching and distance learning support services; classroom maintenance); and other matters affecting faculty well-being; and

• End of term staff surveys to assess summer term workload and compensation issues.

A Tool for Assessing Risk Consequences on an Ongoing Basis: The “Student Credit Units x Unduplicated Headcount Revenue Impact Matrix”

• Not designed to predict the future

• Helps the user understand possible consequential impact of risks on student unduplicated headcount, credit units, and revenue generation

• Relatively simple to set up and use

• Requires prior summer term(s)’ unduplicated headcount, credit units, and student fee assessment structure

1981

1982

1983

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1989

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1991

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1995

1996

1997

1998

1999

2000

2001

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2003

2004

2005

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2008

2009

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2011

2012

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0

1,000

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7,000

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20,000

30,000

40,000

50,000

60,000

70,000

80,000

90,000

100,000

2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

58

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4

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4

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6

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82

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5,088

5,611 5,750

4,971

5,191

4,950 5,140 4,8554,958

5,154

4,098

3,190

3,1383,096

7,197

5,212 4,587

4,205

4,645

2,541 2,498 2,5812,296

1,787

1,419

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2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014$0

$500

$1,000

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$2,500

$3,000

$608 $6

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$874 $1

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$1,4

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$2,5

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2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014$0

$500

$1,000

$1,500

$2,000

$2,500

$3,000

$608

$608

$824 $8

88

$1,0

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$2,1

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87

$0 $55

$50

$124

$162

$180

$317

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$360

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$412

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Unit Fee Cost for 8-Unit Study Load Campus Based Fee per Student

Year

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Un

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2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014$0

$2,500,000

$5,000,000

$7,500,000

$10,000,000

$12,500,000

$15,000,000

$17,500,000

$20,000,000

$22,500,000

$3,8

83,2

96

$4,9

35,3

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35,4

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$7,6

36,5

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20,0

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$10,

354,

488

$11,

915,

679

$12,

929,

826

$13,

886,

128

$17,

772,

588

$18,

711,

257

$19,

011,

779

$20,

056,

650

$19,

976,

702

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-10.0% -7.5% -5.0% -2.5% 0% +2.5% +5.0% +7.5% +10.0%

72,067 74,069 76,071 78,073 80,075 82,077 84,079 86,081 88,082

-10.0% 6,971 $19,746,358 $20,294,906 $20,843,454 $21,392,002 $21,940,550 $22,489,098 $23,037,646 $23,586,194 $24,134,468

-7.5% 7,165 $25,986,279 $26,534,827 $27,083,101

-5.0% 7,359 $3,028,326 $26,065,972 $26,614,520 $27,162,794

-2.5% 7,552 $3,108,019 $26,145,665 $26,694,213 $27,242,487

0% 7,746 $3,187,711 $26,225,357 $26,773,905 $27,322,179

+2.5% 7,940 $3,267,404 $26,305,050 $26,853,598 $27,401,872

+5.0% 8,133 $3,347,097 $26,384,743 $26,933,291 $27,481,565

+7.5% 8,327 $3,426,790 $25,367,340 $25,915,888 $26,464,436 $27,012,984 $27,561,258

+10.0% 8,521 $3,506,483 $23,579,182 $24,121,724 $24,664,266 $25,447,033 $25,995,581 $26,544,129 $27,092,677 $27,640,951

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Each 2.5% deviation in summer student credit units represents an approximate $548,548 difference in unit

fee revenue

Projecting Student Credit Unit Revenue Based on Previous Summer Student Credit Unit Related Fees and Different Credit Unit Outcomes

Associated Fees

$274 per Unit

PROJECTED 2.5% DEVIATIONS IN UC UNDERGRADUATE SUMMER STUDENT CREDIT UNITS

$411.53 per Student

-10.0% -7.5% -5.0% -2.5% 0% +2.5% +5.0% +7.5% +10.0%

72,067 74,069 76,071 78,073 80,075 82,077 84,079 86,081 88,082

-10.0% 6,971 $19,746,358 $20,294,906 $20,843,454 $21,392,002 $21,940,550 $22,489,098 $23,037,646 $23,586,194 $24,134,468

-7.5% 7,165 $25,986,279 $26,534,827 $27,083,101

-5.0% 7,359 $3,028,326 $26,065,972 $26,614,520 $27,162,794

-2.5% 7,552 $3,108,019 $26,145,665 $26,694,213 $27,242,487

0% 7,746 $3,187,711 $26,225,357 $26,773,905 $27,322,179

+2.5% 7,940 $3,267,404 $26,305,050 $26,853,598 $27,401,872

+5.0% 8,133 $3,347,097 $26,384,743 $26,933,291 $27,481,565

+7.5% 8,327 $3,426,790 $25,367,340 $25,915,888 $26,464,436 $27,012,984 $27,561,258

+10.0% 8,521 $3,506,483 $23,579,182 $24,121,724 $24,664,266 $25,447,033 $25,995,581 $26,544,129 $27,092,677 $27,640,951

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fee revenue


Associated Fees

$274 per Unit


$411.53 per Student

-10.0% -7.5% -5.0% -2.5% 0% +2.5% +5.0% +7.5% +10.0%

72,067 74,069 76,071 78,073 80,075 82,077 84,079 86,081 88,082

-10.0% 6,971 $19,746,358 $20,294,906 $20,843,454 $21,392,002 $21,940,550 $22,489,098 $23,037,646 $23,586,194 $24,134,468

-7.5% 7,165 $25,986,279 $26,534,827 $27,083,101

-5.0% 7,359 $3,028,326 $26,065,972 $26,614,520 $27,162,794

-2.5% 7,552 $3,108,019 $26,145,665 $26,694,213 $27,242,487

0% 7,746 $3,187,711 $26,225,357 $26,773,905 $27,322,179

+2.5% 7,940 $3,267,404 $26,305,050 $26,853,598 $27,401,872

+5.0% 8,133 $3,347,097 $26,384,743 $26,933,291 $27,481,565

+7.5% 8,327 $3,426,790 $25,367,340 $25,915,888 $26,464,436 $27,012,984 $27,561,258

+10.0% 8,521 $3,506,483 $23,579,182 $24,121,724 $24,664,266 $25,447,033 $25,995,581 $26,544,129 $27,092,677 $27,640,951

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fee revenue


Associated Fees

$274 per Unit


$411.53 per Student

-10.0% -7.5% -5.0% -2.5% 0% +2.5% +5.0% +7.5% +10.0%

72,067 74,069 76,071 78,073 80,075 82,077 84,079 86,081 88,082

-10.0% 6,971 $2,872,052 $20,295,008 $20,843,521 $21,392,035 $21,940,549 $22,489,062 $23,037,576 $23,586,090 $24,134,604

-7.5% 7,165 $2,951,980 $23,021,412 $23,563,920 $25,986,189 $26,534,702 $27,083,216

-5.0% 7,358 $3,031,496 $26,065,614 $26,614,128 $27,162,641

-2.5% 7,552 $3,111,424 $26,145,451 $26,693,964 $27,242,478

0% 7,746 $3,191,352 $26,225,288 $26,773,801 $27,322,315

+2.5% 7,940 $3,271,280 $26,305,124 $26,853,638 $27,402,152

+5.0% 8,133 $3,350,796 $26,384,550 $26,933,063 $27,481,577

+7.5% 8,327 $3,430,703 $25,367,338 $25,915,852 $26,464,366 $27,012,880 $27,561,393

+10.0% 8,521 $3,510,652 $23,579,447 $24,121,955 $24,664,463 $25,447,196 $25,995,710 $26,544,223 $27,092,737 $27,641,251

Projecting Student Unduplicated Headcount Generated Revenue Based on Previous Summer Student-Based Fees and Different Unduplicated Headcount Outcomes


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Each 2.5% Deviation in Total Summer Unduplicated

Headcount is a $79,949 Difference in Student Based

Revenue

$412 per Student

Associated Fees

$274 per Unit

-10.0% -7.5% -5.0% -2.5% 0% +2.5% +5.0% +7.5% +10.0%

72,067 74,069 76,071 78,073 80,075 82,077 84,079 86,081 88,082

-10.0% 6,971 $2,872,052 $20,295,008 $20,843,521 $21,392,035 $21,940,549 $22,489,062 $23,037,576 $23,586,090 $24,134,604

-7.5% 7,165 $2,951,980 $23,021,412 $23,563,920 $25,986,189 $26,534,702 $27,083,216

-5.0% 7,359 $3,031,908 $26,066,025 $26,614,539 $27,163,053

-2.5% 7,552 $3,111,424 $26,145,451 $26,693,964 $27,242,478

0% 7,746 $3,191,352 $26,225,288 $26,773,801 $27,322,315

+2.5% 7,940 $3,271,280 $26,305,124 $26,853,638 $27,402,152

+5.0% 8,133 $3,350,796 $26,384,550 $26,933,063 $27,481,577

+7.5% 8,327 $3,430,724 $25,367,359 $25,915,873 $26,464,386 $27,012,900 $27,561,414

+10.0% 8,521 $3,510,652 $23,579,447 $24,121,955 $24,664,463 $25,447,196 $25,995,710 $26,544,223 $27,092,737 $27,641,251

Projecting Student Unduplicated Headcount Generated Revenue Based on Previous Summer Student-Based Fees and Different Unduplicated Headcount Outcomes


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Each 2.5% deviation in total summer student

unduplicated headcount represents an approximate

$79,928 difference in student based fee revenue

$412 per Student

Associated Fees

$274 per Unit

-10.0% -7.5% -5.0% -2.5% 0% +2.5% +5.0% +7.5% +10.0%

72,067 74,069 76,071 78,073 80,075 82,077 84,079 86,081 88,082

-10.0% 6,971 $22,618,410 $23,166,958 $23,715,506 $24,264,054 $24,812,602 $25,361,150 $25,909,698 $26,458,246 $27,006,520

-7.5% 7,165 $22,698,338 $23,243,518 $23,795,434 $24,343,982 $24,892,530 $25,441,078 $25,989,626 $26,538,174 $27,086,448

-5.0% 7,358 $22,777,854 $23,322,944 $23,874,950 $24,423,498 $24,972,046 $25,520,594 $26,069,142 $26,617,690 $27,165,964

-2.5% 7,552 $22,857,782 $23,402,781 $23,954,878 $24,503,426 $25,051,974 $25,600,522 $26,149,070 $26,697,618 $27,245,892

0% 7,746 $22,937,710 $23,482,617 $24,034,806 $24,583,354 $25,131,902 $25,680,450 $26,228,998 $26,777,546 $27,325,820

+2.5% 7,940 $23,017,638 $23,562,454 $24,114,734 $24,663,282 $25,211,830 $25,760,378 $26,308,926 $26,857,474 $27,405,748

+5.0% 8,133 $23,097,154 $23,641,879 $24,194,250 $24,742,798 $25,291,346 $25,839,894 $26,388,442 $26,936,990 $27,485,264

+7.5% 8,327 $23,177,061 $23,721,696 $24,274,157 $24,822,705 $25,371,253 $25,919,801 $26,468,349 $27,016,897 $27,565,171

+10.0% 8,521 $23,257,010 $23,801,553 $24,354,106 $24,902,654 $25,451,202 $25,999,750 $26,548,298 $27,096,846 $27,645,120

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Building a Revenue Generating Matrix Based on Deviations from Previous Summer Student Credit Unit Related Fees and Unit Outcomes

Associated Fees

$274 per Unit


$412 per Student

-10.0% -7.5% -5.0% -2.5% 0% +2.5% +5.0% +7.5% +10.0%

72,067 74,069 76,071 78,073 80,075 82,077 84,079 86,081 88,082

-10.0% 6,971 $23,192,589 $23,755,151 $24,317,713 $24,880,275 $25,442,837 $26,005,399 $26,567,961 $27,130,523 $27,692,804

-7.5% 7,165 $23,274,457 $23,837,019 $24,399,581 $24,962,143 $25,524,705 $26,087,267 $26,649,829 $27,212,391 $27,774,672

-5.0% 7,358 $23,355,903 $23,918,465 $24,481,027 $25,043,589 $25,606,151 $26,168,713 $26,731,275 $27,293,837 $27,856,118

-2.5% 7,552 $23,437,771 $24,000,333 $24,562,895 $25,125,457 $25,688,019 $26,250,581 $26,813,143 $27,375,705 $27,937,986

0% 7,746 $23,519,639 $24,082,201 $24,644,763 $25,207,325 $25,769,887 $26,332,449 $26,895,011 $27,457,573 $28,019,854

+2.5% 7,940 $23,601,507 $24,164,069 $24,726,631 $25,289,193 $25,851,755 $26,414,317 $26,976,879 $27,539,441 $28,101,722

+5.0% 8,133 $23,682,953 $24,245,515 $24,808,077 $25,370,639 $25,933,201 $26,495,763 $27,058,325 $27,620,887 $28,183,168

+7.5% 8,327 $23,764,800 $24,327,362 $24,889,924 $25,452,486 $26,015,048 $26,577,610 $27,140,172 $27,702,734 $28,265,015

+10.0% 8,521 $23,846,689 $24,409,251 $24,971,813 $25,534,375 $26,096,937 $26,659,499 $27,222,061 $27,784,623 $28,346,904

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Building a Revenue Generating Matrix Based on 2.5% Increases in Student Fees and Deviations from Previous Summer Student Credit Unit Related Fees and Unit Outcomes

Associated Fees

$281 per Unit


$422 per Student

-10.0% -7.5% -5.0% -2.5% 0% +2.5% +5.0% +7.5% +10.0%

72,067 74,069 76,071 78,073 80,075 82,077 84,079 86,081 88,082

-10.0% 6,971 $22,618,410 $23,166,958 $23,715,506 $24,264,054 $24,812,602 $25,361,150 $25,909,698 $26,458,246 $27,006,520

-7.5% 7,165 $22,698,338 $23,243,518 $23,795,434 $24,343,982 $24,892,530 $25,441,078 $25,989,626 $26,538,174 $27,086,448

-5.0% 7,358 $22,777,854 $23,322,944 $23,874,950 $24,423,498 $24,972,046 $25,520,594 $26,069,142 $26,617,690 $27,165,964

-2.5% 7,552 $22,857,782 $23,402,781 $23,954,878 $24,503,426 $25,051,974 $25,600,522 $26,149,070 $26,697,618 $27,245,892

0% 7,746 $22,937,710 $23,482,617 $24,034,806 $24,583,354 $25,131,902 $25,680,450 $26,228,998 $26,777,546 $27,325,820

+2.5% 7,940 $23,017,638 $23,562,454 $24,114,734 $24,663,282 $25,211,830 $25,760,378 $26,308,926 $26,857,474 $27,405,748

+5.0% 8,133 $23,097,154 $23,641,879 $24,194,250 $24,742,798 $25,291,346 $25,839,894 $26,388,442 $26,936,990 $27,485,264

+7.5% 8,327 $23,177,061 $23,721,696 $24,274,157 $24,822,705 $25,371,253 $25,919,801 $26,468,349 $27,016,897 $27,565,171

+10.0% 8,521 $23,257,010 $23,801,553 $24,354,106 $24,902,654 $25,451,202 $25,999,750 $26,548,298 $27,096,846 $27,645,120

Building a Revenue Generating Matrix Based on Deviations from Previous Summer Student Credit Unit Related Fees and Unit Outcomes

Associated Fees

$274 per Unit


$412 per Student

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How can you assess risks, take action, and also maintain balance while dealing with the so-called

“administrative conundrum of summer sessions”?

An Enrollment Management Tool Useful for Increasing Curricular Efficiency

To minimize risk and maximize outcomes, you must have a curriculum of the highest quality offered at a competitive (and affordable) price.

• What role do (or can) you play to offer a student-centric summer curriculum?

• Summer Sessions as sage on the stage, guide on the side, and bully pulpit

• What can/do you do to ensure that courses are taught well?

An Enrollment Management Tool Useful for Increasing Curricular Efficiency

• Designed to assess the previous summer term curriculum and shape the future

• Helps the user assess curricular efficiency, revenue generation, and instructional expenses and provides a mechanism for selectively adding new courses or removing old ones to meet student demand in selected curricular areas

• Useful for comparing course, departmental, divisional, and college revenue generation, instructional expenses, and surpluses generated at each curricular level

• Requires integrating student course based enrollment data with instructional salaries, course specific fees, and expenses related to instruction at the course level

A Tool for Analyzing Course Enrollments on a Course-by-Course Basis in the Department of Architecture at the University of Archetypes

Department of Architecture

Architecture 134 15 45 $18,360 $0 $6,274 $0 $0 $6,274 16 $0.34

Architecture 245 11 33 $13,464 $0 $4,218 $0 $0 $4,218 11 $0.31

Architecture 268 9 27 $11,016 $0 $4,218 $0 $0 $4,218 11 $0.38

Architecture 307 4 12 $4,896 $0 $4,218 $0 $0 $4,218 11 $0.86

Architecture 336 6 18 $7,344 $0 $4,218 $0 $0 $4,218 11 $0.57

Architecture 403 18 54 $22,032 $0 $4,158 $0 $0 $4,158 11 $0.19

Architecture 453 17 51 $20,808 $0 $4,158 $0 $0 $4,158 11 $0.20

Architecture Totals 7 Courses 80 240 $97,920 $0 $31,460 $0 $0 $31,460 78 $0.32

College Division and Department

Mininum Credit Units Needed to

Break Even

Amount Expended to Realize $1.00 of Revenue

Course Catalogue Number

Total Course

Enrollments

Total Credit Units

Taught

Credit Unit Revenue (@

$408 per Unit)

Course Based Fee

Instructor Salary and Benefits

Course Related Travel

Other Expenses

Total Expenses

A Tool for Analyzing Enrollments on a Course-by-Course Basis in the Department of Biochemistry at the University of Archetypes

Biochemistry

Biohemisry 122 21 63 $25,704 $0 $4,218 $0 $0 $4,218 11 $0.16

Biohemisry 141 98 294 $119,952 $0 $5,144 $0 $0 $5,144 13 $0.04

Biohemisry 142 120 360 $146,880 $0 $5,144 $0 $0 $5,144 13 $0.04

Biohemisry 271A 89 267 $107,712 $0 $5,921 $920 $0 $6,841 17 $0.06

Biohemisry 272B 134 402 $163,608 $0 $5,921 $0 $0 $5,921 15 $0.04

Biohemisry 279 5 15 $6,120 $0 $5,920 $568 $0 $6,489 16 $1.06

Biohemisry 281L 22 22 $8,976 $770 $3,127 $0 $770 $3,897 10 $0.43

Biohemisry 281L 23 23 $9,384 $805 $3,159 $0 $805 $3,964 10 $0.42

Biohemisry 281L 22 22 $8,976 $770 $3,127 $0 $770 $3,897 10 $0.43

Biohemisry 281L 16 16 $6,528 $560 $1,331 $0 $560 $1,891 5 $0.29

Biohemisry 281L 21 21 $8,568 $735 $2,267 $0 $735 $3,002 8 $0.35

Biohemisry 282L 23 23 $9,384 $805 $3,337 $0 $805 $4,142 11 $0.44

Biohemisry 282L 16 16 $6,528 $560 $2,986 $0 $560 $3,546 9 $0.54

Biohemisry 282L 16 16 $6,528 $560 $3,337 $0 $560 $3,897 10 $0.60

Biohemisry 282L 18 18 $7,344 $630 $2,988 $0 $630 $3,618 9 $0.49

Biohemisry 289L 17 34 $13,872 $1,190 $5,112 $0 $1,190 $6,302 16 $0.45

Biohemisry 289L 13 26 $10,608 $910 $4,385 $0 $910 $5,295 13 $0.50

Biohemisry 289L 13 26 $9,792 $910 $4,380 $0 $910 $5,290 13 $0.54

Biohemisry 346 16 16 $6,528 $800 $3,538 $0 $800 $4,338 11 $0.66

Biohemisry 349 15 15 $6,120 $750 $3,538 $0 $750 $4,288 11 $0.70

Biohemisry 373L 16 16 $6,528 $800 $3,534 $0 $800 $4,334 11 $0.66

Biohemisry 375L 4 8 $3,264 $200 $7,012 $568 $200 $7,780 20 $2.38

Biochemistry Totals

22 Courses 738 1,719 $698,904 $11,755 $89,427 $2,057 $11,755 $103,239 253 $0.15



Break Even



Total Course

Enrollments

Total Credit Units

Taught


$408 per Unit)

Course Based Fee



Other Expenses

Total Expenses

A Tool for Analyzing Course Enrollments on a Department by Department Basis

Division of Humanities and Fine Arts

Architecture 7 80 240 $97,920 $0 $31,460 $0 $0 $31,460 78 $0.32

Art 12 167 501 $201,960 $8,280 $56,224 $0 $0 $56,224 46 $0.28

Communicology 13 142 426 $173,808 $0 $63,427 $0 $0 $63,427 52 $0.36

Classics 4 42 128 $51,000 $0 $21,481 $0 $0 $21,481 18 $0.42

History 15 210 630 $255,816 $0 $82,573 $0 $0 $82,573 67 $0.32

Media Arts 4 51 153 $62,424 $0 $21,476 $0 $0 $21,476 18 $0.34

Philosophy 7 78 234 $95,472 $0 $32,093 $0 $0 $32,093 26 $0.34

Religion 2 29 87 $35,496 $0 $11,191 $0 $0 $11,191 9 $0.32

Theatrical Arts 4 43 129 $52,632 $0 $22,687 $0 $0 $22,687 19 $0.43

Humanities and Fine Arts Totals

68 Courses 800 2,400 $975,528 $8,280 $321,131 $0 $0 $321,131 262 $0.33



Break Even



Total Course

Enrollments

Total Credit Units

Taught


$408 per Unit)

Course Based Fee



Other Expenses

Total Expenses

A Tool for Analyzing Course Enrollments on a Department-by-Department Basis

Humanities and Fine Arts

Architecture 7 11 34 $13,989 $4,494 $4,494 $9,494

Art 12 14 42 $16,830 $4,685 $4,685 $12,145

Classics 13 11 33 $13,370 $4,879 $4,879 $8,491

Cultural Studies 4 11 32 $12,750 $5,370 $5,370 $7,380

History 15 14 42 $17,054 $5,505 $5,505 $11,550

Media Arts 4 13 38 $15,606 $5,369 $5,369 $10,237

Philosophy 7 11 33 $13,639 $4,585 $4,585 $9,054

Religion 2 15 44 $17,748 $5,595 $5,595 $12,153

Theatrical Arts 4 11 32 $13,158 $5,672 $5,672 $7,486

Humanities and Fine Arts Totals 68 12 35 $14,346 $4,723 $4,723 $9,623

Mean Surplus Generated per Course (Revenue - Expenses)

Instructor Salary and

Benefits per Course

Total Expenses

per Course

College Division and Departments

Number of

Courses

Enrollments per Course

Credit Units per Course


$408 per Unit)

Generated per Course

A Tool for Analyzing Course Enrollments on a Division-by-Division Basis

Humanities and Fine Arts 68 800 2,400 $975,528 $321,131 $321,131 787 $0.33

Foreign Cultures, Languages, and Literatures

90 942 3,210 $1,290,774 $441,443 $441,443 1,082 $0.34

Life and Physical Sciences 122 2,435 6,086 $2,477,208 $592,463 $604,953 1,483 $0.24

Social Sciences 163 2,199 6,577 $2,660,646 $831,037 $832,218 2,040 $0.31

College of Arts, Humanities, and Sciences Totals 443 6,376 18,273 $7,404,156 $2,186,074 $2,199,745 5,392 $0.31

Total Expenses


Break Even


College of Arts, Humanities, andSciences

Number of Courses

Total Course

Enrollments

Total Credit Units

Taught


$408 per Unit)


A Tool for Analyzing Course Enrollments on a Divisional Basis

Humanities and Fine Arts 68 12 35 $14,346 $4,723 $4,723 $9,623 $0.33

Foreign Cultures, Languages, and Literatures

90 10 36 $14,342 $4,905 $4,905 $9,437 $0.34

Life and Physical Sciences 122 20 50 $20,305 $4,856 $4,959 $15,346 $0.24

Social Sciences 163 13 40 $16,323 $5,098 $5,106 $11,217 $0.31

College Totals 443 14 41 $16,714 $4,935 $4,966 $11,748 $0.31

Number of Courses

Enrollments per Course

Credit Units per Course


$408 per Unit)

Generated per Course

Instructor Salary and

Benefits per Course

Total Expenses

per Course

College of Arts and Sciences

Mean Surplus

Generated per Course (Revenue - Expenses)


A Useful Tool for Assessing Risks Related to a Fee Discount or “Fee Cap” Program

• Designed to assess current summer term study loads and different risk-related scenarios stemming from potential student fee discount or “fee cap” programs

• Helps the user visualize appropriate “dividing” lines for implementing a unit fee discount or fee cap, estimate possible incremental changes in student study loads, and determine the impact of such programs on the projection of future additional income relative to “lost” fee revenue caused by the discount or fee cap

• Requires creating an unduplicated student headcount frequency x summer session or term student study load histogram

A Useful Tool for Assessing Risks Related to a Fee Discount or Fee Cap Program: Unduplicated Headcount x Summer 2000 Student Study Load Histogram

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30+0

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Undergraduate Student Study Load (Total Summer Quarter Units)

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A Useful Tool for Assessing Risks Related to a Fee Discount or Fee Cap Program: Unit Fee Revenue x Summer 2000 Student Study Load Patterns

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30+$0

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A Useful Tool for Assessing Risks Related to a Fee Discount or Fee Cap Program: Analysis of Summer 2000 Student Study Load Patterns


1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30+0

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A Useful Tool for Assessing Risks Related to a Fee Discount or Fee Cap Program: Analyses of Summer 2000 and 2001 Student Study Load Patterns

A Useful Tool for Assessing Risks Related to a Fee Discount or Fee Cap Program: Unit Fee Revenue x Summer 2001 Student Study Load Patterns

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30+$0

$150,000

$300,000

$450,000

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A Useful Tool for Assessing Risks Related to a Fee Discount or Fee Cap Program: Analyses of Summer 2000 and 2001 Student Study Load Patterns

Human Risk Taking Behavior Cannot be Fully Understood by Solely Relying on Matrices and Probability Tables

• The older prevailing idea in economics about human risk-taking was based on the assumption that an individual (termed homo economicus) motivated primarily by self-interest made decisions based on reason and intellect.

• The new view expressed by behavioral economists, who intertwined concepts drawn from cognitive psychology with laboratory research, make it clear that risk-taking humans oftentimes make irrational decisions swayed by their evolutionary past and present culture, particularly when they are confronted with conditions of uncertainty.

Behavioral Economics Research and Human Risk Taking Behavior

Under certain conditions of uncertainty, human risk-takers may make irrational decisions based on a variety of different biases and fallacies, including but not limited to:

• The sunk cost fallacy—suggests that the reluctance of some individuals to “waste” money leads them to

continue with endeavors that may or may not well serve future interests, particularly when significant

investments have already been made in emotional energy, money, effort, or time.

• Loss aversion–describes the tendencies of some risk-takers and decision-makers to give greater psychological

weight to the loss of a given magnitude than to an equivalent gain.

• Risk aversion—describes the reluctance of some risk-takers to pursue an uncertain option with an average

payoff that equals or exceeds the payoff attainable by another option that has greater certainty.

• Mental accounting—is the tendency of some risk-takers who treat money differently depending on how it was

acquired and to what mental category it has been assigned. For example, some make riskier decisions when

they believe they are playing with so-called “house money”.

• Analysis paralysis—describes the tendency to over-analyze situations, making more options from which to

choose, to such an extent that it makes it less likely that a decision will or can be made.

• Slow-evolving risk blindness–while our genetically endowed “fight or flight” response may predispose us to act

reflexively and successfully to rapid-onset risks, we appear to lack the ability to assess risks and make decisions

to slowly evolving threats (e.g., to assess and respond to events such as global climate change; earthquakes and

other impending natural disasters; to other potential summer sessions opportunities and threats (?)).

Some concluding pieces of random, unwanted advice based on lessons learned about summer sessions based on a progressively more dimly illuminated past

• The only constant in life is change—embrace it as a challenge rather than shy away from it as a threat.

• Although we cannot forecast the future we must take risks—always make them calculated risks.

• Know your rational and emotive self and learn how to achieve balance within before taking big risks.

• When making mistakes--and you will--always make them new ones.

• Effecting change in an academic setting is akin to leading a herd of cats—make sure you have cat food (and/or a sound

summer surplus sharing program).

• If your summer sessions office operates on a self-support financial model, begin and continue to build your ark before it

rains (establish a prudent reserve before you need it).

• When sharing the rewards of the summer term, make sure you deal them from the bottom (the surplus) rather than

skimming them from the top (at the point of revenue generation).

• Make it your priority to know and tend to the primary business of summer sessions first and make it foremost in your

decision-making process.

• Engage in high risk, low income producing program secondarily--they require heavy investments of time and resources.

Have plenty of both on hand before you commit to them.

• When programs fail, follow the advice of the Dakota Indians.

Advice from those Dakota Indians: What to do when riding a dying or dead horse (plagiarized from the internet)…

The tribal wisdom of the Dakota Indians, passed on from generation-to-generation, allegedly says that when you discover you are riding a dying (or dead) horse, the best strategy is to dismount, leave the horse behind, and move on. In modern life, however, a whole, new, wider range of advanced actions can be taken:

• Buy a stronger whip.• Change riders.• Threaten the dying horse with termination.• Appoint a committee to study the dying horse.• Arrange a visit to other countries to see how they ride dying horses.• Lower the standards so dying horses can be included.• Reclassify the dying horse as “living impaired”.• Hire outside contractors to study the dying horse.• Harness several dying horses together to increase speed over the road to be travelled.• Provide additional funding or training to improve the dying horse’s performance.• Carry out a productivity study to see if lighter riders might improve the dying horse’s performance.• Inasmuch as the dying horse does not have to be fed or watered, and is less costly to operate and carries lower

overhead, declare that it contributes substantially more to the bottom line of the economy than healthy horses.• Re-write and lower the expected performance standards and requirements for all horses.• Apply for a government subsidy to re-train the dying horse.• Promote the dying horse to a supervisory position.• Donate the dead horse to a recognized charity, thereby deducting its full original cost.• When all else fails, seek the help of a shaman or try to channel Paul the Octopus.

My very last (I promise) parting advice for those fearful of the future and the risks it holds of the unknown…

1. Spend some time and money to find and buy a comfortable bed—that takes care of approximately one-third of the rest of your tomorrows.

2. Find your passion and figure out a way to get someone to pay you to do what you are passionate about—that takes care of the second one-third of the rest of your tomorrows.

3. Once you succeed at (1) and (2) you will be well-rested and energized--only then will you be in a place to find someone with whom you will love sharing the rest of your tomorrows!

Thank you WASSA and Reno

My brain is filled with new ideas and my wallet is much lighter

as sessing and taking risks in summer sessions: the art of playing with fire and not getting too...

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