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Our veteran students need courses that span the entire semester to count toward full BAH benefits. If we increase 8 week (or shorter) term courses and online offerings as a strategy for reaching other students, it may impact our veterans who need full term and in-person courses to qualify for full benefits.

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I appreciated the student persona summaries and qualitative data presented on why the free tuition students may not be full-time as it was so interesting to see the different outcomes...it shows there is not a cookie-cutter approach to advising a student on "if you work 15 hours, than you should take x amount of credits"...the support has to be personalized to the student. This is why academic coaching fits in at the "full-time" pillar, as the value of the academic coaching work is on the personalization of the student and their specific persona of what they bring with them to ACC.

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In the session, for the free tuition information from Trellis there was a quote from a full-time student saying they chose FT because they saw others in college be PT and not finish. It makes me think about those who may not know people who have gone to/finished college. They don't know what they don't know and probably don't know the value of college or how it works. There's an opportunity to think about support and education even before enrollment.

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I am concerned about how the data surrounding dual credit students may be impacting our ability to reach the North Star. At the Enroll Full-Time webinar today, I learned that dual credit students who take two classes (six credits) at ACC and six classes at their ISD are NOT considered full time. I know that most DC students do not take a full courseload at ACC, so how is the DC enrollment going to be factored in as we attempt to reach 70% completion? I think that DC should be considered as a separate body and not counted in the full-time enrollment data OR that DC students should count as full-time due to their additional ISD classes because they are indeed full-time learners.

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Can we please (please please) change the verbiage around enrolling full-time to reference “12 credit hours” (the actual standard) and away from “4 classes” (often not accurate)?

It’s entirely reasonable to expect ACC employees and college students to understand the concept of a “credit hour.”

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I would like to see a breakdown by campus. Multiple data points show not enough seats, time, and location. Is there a correlation? Cross check that with the students who are attending the campuses and what they are pursuing.

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I think there’s been significant misunderstanding at all levels of ACC, and improved clarity of communication would help a lot.

While “enroll full-time” sounds catchy, the quite explicit true goal was just to get students to enroll more, largely through improving ACC processes.

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Do we know how many former dual credit or ECHS students enroll full time post HS graduation?

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From the data provided it appears there are a significant number of students which indicated that our classes are not at the time/location/offered or have no available seats. From listening to students some have to travel considerable distances for availability for the courses they need and transportation is a barrier for many. In the past we offered more evening, Saturday and Sunday classes. Perhaps to have a greater full time base of students we need to offer more classes at all locations including evenings and weekends. We need ACC intercampus buses to allow access to all campuses including the remote locations which do not have bus or train access. I believe these things would increase our enrollment.

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Looking at the differences in reasons why free tuition students are not enrolling full time, a few points and questions came to mind. I noticed fewer free tuition students have challenges with childcare, which made me remember that in order to qualify for free tuition, students need to have graduated from high school recently. This means the cohort of free tuition students is likely 10-15 years younger on average than the students who do not have free tuition. I think it's really important to keep in mind the ways that our free tuition students are different as a group compared to our non-free tuition students. Free tuition students may be more likely to live with their parents, have less experience navigating areas of Austin that they aren't familiar with, and so forth, which could impact how likely they are to register for a class that isn't near their home, for example.

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I resonate with Bumpy Roaders - I feel that we should try and resolve main roadblocks if they are internal to ACC (i.e. no additional seats -whooping 42%!-, courses not offered during the term and/or at preferred location/ time. There should be a way to get some insight about all these aspects and how to improve offerings from semester to semester.

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Since this Trellis focus group of 19 happened in November, were they successful in the Fall semester? I'd be curious to see which of these 4 "labels" were the most successful in terms of completion, retention, and GPA.

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I resonate the most with the Experimenters persona. To me, it highlights that these understand the gravity of the commitment to pursue higher education. I come across more and more students that are unsure of the careers they want to pursue and are looking to take courses in a low-risk environment to test the waters and their interest. Many students start off in one AOS, realize that they do not enjoy or have very little interest in the field and switch majors. Furthermore, experimenting with courses allows students to see if they can truly handle the commitment on top of everything else in their lives.

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What data do we have on student quality of life? For parenting students and/or students with full-time jobs? Students with rent to pay and children to raise can be given all the supports the college has to offer, but still lack the one thing they need to complete a degree: time. As an adult learner who works for the college full-time and is considering returning to school, I can't take a full course load without a severe increase in my stress levels. Students need time to be people, outside of work or school. If that means they only take 2 courses per semester instead of 4 (and still graduate), I think it's beneficial in the long run.

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QUESTION OF THE DAY: Thinking about those 4 student personas from the Trellis interviews with our Free Tuition students, which ones resonate with you and why? How have you seen these reflected? Who's missing--what other personas have you been seeing among students?

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Which student persona resonated most with you?

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I resonate most with the 'planners' persona. As someone who has always had a job (sometimes multiple) while still in school, I did not have the ability to be a full-time student until recently. However, I can only be a full-time online student and I know of other students who share the same story. Many students have numerous responsibilities along with school including family, work, sports, childcare, etc., and sometimes part-time is their only option (in person or online). I think it's easy for those working in academia (myself sometimes included) to forget that a student enrolling full-time isn't them committing to a simple couple of hours out of their day to class time. Students have to prioritize school and assignments in order to be successful, and that means committing numerous hours to studying and coursework outside of the classroom. The reality of it is that some students are not able to commit time for more than one or two classes a semester to fulfil those academic responsibilities.

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I was most surprised to find that the highest percentage of students reporting a barrier found that there were no spots available in the additional classes they wanted to take. I wonder if addressing that issue for core classes might increase enrollment--or if it would cause the additional barrier of being encouraged not to take more than four courses.

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I chose experimenters because I think that represents a pretty high level of awareness of college expectations as well as self awareness. I encounter more students who are surprised at the workload after enrolling. What about the "Wandering" students who don't know how to navigate registration? The full-time/part-time dichotomy may not be as clear for students who are starting college for the first time.

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Students who test and do not make the college readiness scores do not have options to be full-time. In many cases, they can't even enroll as there are not any classes to enroll in. Students come back to retest again and again and again, just to try and take a class. I've run data that shows students testing 6-10 times. We should be looking at data of the number of students who need dev ed courses(based on test scores) and the number of course offerings we need to address this. Many students are having to be referred to College Prep.

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Full-time student persona resonated with me as I was a full-time student often taking 19 credit hours a semester so I could finish my BA in 3 years. I think it is interesting that employment is still a factor but does make sense as free tuition does not provide money to pay for living expenses. For the free tuition cohort, I am curious how many students are planning on transferring to a 4-year and seeing how many free tuition classes they can take now and then transfer to a 4-year later. I am also curious if the advising team has a flow chart of when to encourage (or not) full time enrollment based on different factors like work or child care. Lastly I am wondering if adding more courses would create a “if we make it they will come” situation or if those courses wouldn’t meet the min num of students and would be canceled.

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I am wondering if it would be advantageous to look at how encouraging a student to take just one more course rather than having to be full-time, if that would also increase success outcomes.

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Overall the trend I'm seeing is an increase in the number of students enrolling every Fall semester. Students identifying as Hispanic were part of the biggest enrollment increase from Fall 2023 to Fall 2024, with the number of students increasing by 966 students. Another aspect I saw looking at the race/ethnicity enrollment trends (specifically the 'Fall-to-spring persistence by cohort and characteristic' section) is that as of Fall 2024, all of the identifiable options listed for race/ethnicity, saw an enrollment increase that did not dip below 200.

As far as how I'm seeing these trends/changes in my daily work, being at the testing center I see students of all ages, races, genders, etc. It's so exciting to see people, however they choose to identify, taking the opportunity to further their education with ACC.

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I'm curious about the 11% of students who cited cost of tuition being a factor preventing full-time enrollment. Did Trellis collect any qualitative data on those students? Were they out-of-district students, so still had a tuition expense (wait, are out of district students considered in our free tuition cohort?)

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I am most excited for the 8-week courses and programs! I am currently enrolled as an online student with a university that offers 8-week courses, and the scheduling works on a quarterly basis with A and B sessions occurring each semester. I understand that an 8-week course is not for every student and can be quite demanding. However, myself and a lot of other students at this university find the 8-week courses to be extremely beneficial towards graduation planning, and finishing earlier than planned. There can be a lot of trial and error (for both students and instructors) to find the right rhythm in an 8-week course, but I believe that some will find an 8-week course option to be a wonderful opportunity to explore.

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For some reason, I'm not allowed to post comments as text so I will echo Lorrie Phillips' point about strategic scheduling. We are at max classroom capacity at EGN and until we get another building, we won't be able to offer additional classes during the daytime. I wish there was a way to take unused space and turn it into classroom space.

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I have to reiterate that Dual Credit/ECHS students are unable to enroll full-time due to constraints on their schedules. That's a HUGE section of the population that is not counted even though, I would argue, they ARE enrolled full-time for their courseload. However, I'm encouraged to see dually enrolled students separated from the general population in the newest data.

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I echo Mary Ann's question about being advised to take fewer than 4 classes. Since enrolling full-time is part of the TOC AND a tenet of the 70x30, will advisors change to encouraging more student to enroll full-time?

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I saw that one reason listed for not enrolling full-time was "I was advised to take fewer than four courses." Is taking 3 classes considered part-time? I'm working with a high-performing student who dropped to 3 courses to protect her mental health and better manage her workload. She’s returning to school to change careers and also works part-time (GROW). We both assumed 3 classes still counted as full-time—are we wrong? (Apologies if this is a basic question—I'm not in an advising role.)

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I don't necessarily remember this distinction but I will add that I taught a class at Navarro last year and students in my class (who were Dual Credit) were interested in furthering their education at ACC BECAUSE of the free tuition. I hope they will encourage their non-Dual Credit classmates to also seek that path.

In addition to Amber, my son is also exploring Dual Credit as an option at ACC. He is interested in the Workforce Agriculture plan and he can get a head start while in high school even though we are out of district. Thank you AFA for championing this cause!!

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Something I noticed in ACC's Fact Book is that Distance Learning saw an increase in their full-time enrollment for Fall 2024 when compared to the previous semester of Fall 2023. There had been a steady decrease in enrollment for DL from 2020-2023, and yet Fall 2024 saw an increase of 1,533 students for part-time and 1,607 students for full-time enrollment. This is probably due to ACC's free tuition program starting in Fall of 2024, but I think it's interesting to see that more students are taking advantage of this option in every way possible, including our online courses!

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I'm honestly surprised that relatively few students reported a conflict with childcare because so many of my virtual students are also full-time caregivers for other family members. I wonder if, perhaps, there is bias at play? Maybe students thought it sounded "unprofessional" to say that they were taking care of a child, so they chose "employment" as a conflict instead? Of course taking care of a child IS employment, but the questions were posed separately in the survey.

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I'm so grateful that ACC expanded the free tuition benefit to employees' dependents, thanks in large part to advocacy from the Adjunct Faculty Association when I was President. My eldest child is taking dual credit classes, which would be free thanks to the state's program, but she plans to be a dance major in college, and dance classes are not covered under DC free tuition. The college's employee free tuition program has allowed my kid to sign up for dance classes this summer, which lifts a huge burden from our family. I imagine that many other families feel similar relief, so I appreciate Chancellor Russell's initiatives!

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Bumpy roaders and planners resonated most with me because I've met these students in my classes and discussed their challenges. They're doing the best they can with the resources they have available. Luckily free tuition is one of those resources, but only for those who fit the criteria. I have parents coming back to school and they have to pay.

One other thing that concerns me is the youngish students who have to work full time because of living expenses. Often it turns out that they're paying way too much for car payments and cell phone service. I just feel like young people get suckered into thinking those are the best choices because of "quality," when they should be strongly considering cost as well, especially in light of their future goals.

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I see many students that are planning to transfer to a four year university and they tend to be full time. Many of them do not work or work a restricted number of hours, they have more parental support economically.

I also see students that are planners, they can only take one or two classes as they are working full time, taking care of children, etc.

Then there are the health sciences students that take fewer classes because the emphasis is on getting the best possible grades for them to be successful and get admitted to specific programs.

I think it is great if we increase the number of full time students, but as a community college we serve the population that is not able to go to a four year college full time but are committed to an education and do it a little at a time.

Each time we meet with a student we must learn more about their situation and advise as needed for the student and for their success, and that may be taking fewer classes.

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As a Help Desk Specialist, I take calls from students all day. I would say a large group of our students fall into the Experimenter or Bumpy Road category. Most of the Planners I speak to are only attending ACC with the intent to complete pre-reqs and transfer to a 4 yr. Currently, we are getting the yearly influx of transient students who only take summer classes at ACC. Since the free tuition cohort started with the class of 24, the students who qualified for free tuition but went elsewhere are able to take advantage of it, but many don't enroll full-time in the summer. Will these students or this particular scenario be taken into consideration when looking at the data?

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Aside from free tuition not necessarily equating to students' enrolling full time, I noticed that of the two largest demographics we serve: Hispanics and White, the first one shows a few points increase, while the second shows the opposite, wondering if the free tuition concept is having an impact on the value of education perception?

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It looks like the biggest % increase was enrollment by in-district students. I was surprised that this didn't translate into the same % increase in students enrolling full time. I am not seeing the change in this trend yet based on teaching in the professional nursing program - these students haven't reached us yet.

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It is interesting but not surprising that tuition is not the biggest barrier to full-time enrollment. As an Integrated Reading and Writing professor, I appreciate that students are able to get the support they need without feeling like it's an additional financial burden. It helps put the emphasis back on learning rather than cost-saving.

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I noticed a few ISDs where ACC enrollment had dropped from '22 to '23. But it is great to see that in '24 the enrollment from all of those ISDs are up to higher than even what '22 was.

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It seems that scheduling and location of available classes is a giant factor in terms of people's lives and the luxury of attending full-time. Students will choose distance learning if they have to due to logistical and transportation constraints, but overall seem to prefer in person. Offering enough classes at the campuses near where the demographics show students (and potential students) live is critical. Also, providing affordable food and food prep (heating food from home) and eating spaces so they can stay on campus and be nourished is also key

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Someone who has an 8-5 full time job, 3 kids and home responsibilities, trying to keep up with workouts and health, staying true to their faith, and having some recovery me time...that is alot to take on as is. Enrolling in 2 classes per semester is already quite the success. Full time enrollment just isn't for everyone. Diversity in this should be embraced just the same.

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I think it is interesting that full-time enrollment spiked a little between F22-F23 but then went back down in F24. I would be curious to go back in time to see what may have been going on politically/culturally in F23 that slightly increased the percentage of full-time students, but then went back down in F24. It is also fantastic that Free Tuition provided an opportunity for students to attend ACC who may not have had the ability/resources to go to a higher education institution. Ongoing curiousity would be to see how successful the free tuition cohort is in terms of persistence/retention, award completion/transfer, etc.

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I wonder about the Free Tuition students who intend to enroll full time, but are not TSI complete, and have therefore enrolled in the maximum number of AE College Prep or Developmental courses available to them - are they considered Full Time? Are we tracking how long it takes these students to become TSI complete?

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While I do believe that full time enrollment is a great path to degree completion, we have to recognize that many of our students are limited to the hours they can take by a variety of things. If they're not TSI complete they may not be able to enroll full time. If developmental course pairings aren't available that limits the hours a student can take. Some of our students have a lot on their plates and full time coursework is not an option that works for them initially. Would it be great if everyone could magically be a successful full time student? YES! Is it realistic? Not so much.

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I choose Paying for College because I think that is a true concern for students. The free tuition initiative is great! I hope more students take advantage of it! The reality is though, that college is not just paying tuition. I think the challenge comes when considering paying for housing, transportation expenses to get to class, time away from work, childcare costs while in school, etc.

I know ACC recognizes these challenges and I'm proud to work for a place that faces these challenge head-on and aims to help students!

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I am wondering if there is data on the number of free tuition students who started in the spring and their reasons for doing so? Specifically I am wondering if we students started at a 4 year school for fall and came back to ACC. I saw 2 students who came to ACC because the 4 year was too expensive.

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Explore the Free Tuition Dashboard to find out about up-to-date registration counts, persistence rates, financial aid, and which high schools our students are coming from. 

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QUESTION OF THE DAY: Thinking about the differences shown in the Free Tuition Dashboard between the Free Tuition cohort and previous years, what strikes you most and why? What do you see reflected in your daily work?

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Free tuition enrollment data confirms that this is a wonderful educational benefit that many students need to continue their education post-high school. There is a cliff that many potential ACC students are standing on after graduating from HS or completing their HSE. They often go from receiving a good deal of their nutrition through the school food program and are supported by their families (at least in terms of housing and often transportation) to needing to support themselves and often their families after high school. Many students still face increased living expenses on top of tuition, so taking tuition out of that equation is definitely a huge incentive.

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Paying for college - I see so many students struggling to juggle school and work, so it's only reasonable to think that if they can get funding for paying for school, they can in turn work part time instead of full time. Enrolling full time may get tricky still, I think. My personal experience is that students that take a full load a semester, may need to drop courses in order to do well -if they are struggling- how is that being captured in the data?

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Share your thoughts during/after the event

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Increase in Fall enrollment due to free tuition was good. Cramming classes and their teachers/students back to back into the Accelerator due to the resultant lack of classroom availability was not so good for learning.

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I chose 8-week courses because I don't know much about them. I don't know how many are offered, and how many 8-week courses create full time enrollment. Is it two at a time?

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I chose academic tutoring & coaching as I have always been intrigued with this area on college campuses. I am wondering if students are aware of these wonderful free services to help them be successful in their courses. I am also curious with a wide area that ACC covers, how can all students who wish to receive tutoring/academic coaching able to access this resource? And then furthermore, do some faculty require students to see a tutor if they are not doing too great in the class or is it up to the student to recognize that and then take initiative? - but if they are not used to tutoring in high school, why would we assume they would know or to try out tutoring? Are tutoring/academic coaching services reiterated to students throughout their student journey or only certain points (i.e., orientation, student success course)? Could the use of embedding tutors/academic coaches in courses reduce any stigmas that may exist?

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I wonder if "Nudge Theory" could be an effective approach as part of the "Enroll Full Time" suite. Here is a CNN story on this Nobel Prize winning approach. https://www.cnn.com/2021/10/12/health/nudge-healthy-behavior-wellness/index.html

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Tired of repeating yourself to get chores done? Try a 'nudge' instead | CNN

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Tired of being a broken record when it comes to getting things done at work or in your family? Try a new motivational tool called a 'nudge.' Here's how.

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I think all these incentives are great and are beneficial to a majority of student experiences, but why are we not looking at the whole student to determine IF full time is the right thing, and for students who are not ready to take a full load for whatever reason (they have a disability, illness, jobs, they have stressors beyond what basic needs services can mitigate) why are we not equally supporting these students in their desire to take less than a full load of courses? Sean Loraas Accessibility Technician

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Paying for college. And to tag on, paying for health insurance. So many of our Professional Nursing Students need to work full time to obtain health insurance. Wouldn't it be nice if paying for college included health insurance? Then working students would have more options for working part time.

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Academic tutoring and Coaching! This point is more about how students feel and what we feel is what we do. If they feel they will be supported and have access to free resources that will raise their opportunities for success then they will go for it...full-time enrollment.

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I understand how the "Enroll Fulltime" initiative can support completion goals for our current students according to the data we have. However, based on insights from our TransformEd research last year, I’m concerned that an exclusive focus on completion for young, first-time students might not fully prepare us for emerging trends. Given shifting demographics and the rapidly evolving job market, many future students will likely seek shorter-term retraining or skill-building programs rather than full-time enrollment. Adult learners with established careers, in particular, may be unable or unwilling to leave full-time jobs to enroll full-time. It’s important that we also consider strategies to serve this growing population effectively.

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I chose strategic scheduling, because I am interesetd in how the college plans to prioritize the students needs and the faculty availability.

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I choose 8-Week. This is my recommendation:

As a parent of a high school senior, I have noticed that Round Rock ISD high school counselors—and many others—are not fully aware of the opportunities available at ACC, such as our bachelor's degree programs. Unfortunately, they often present ACC as a backup option rather than a first-choice institution.

To change this perception and increase First-Time in College (FTIC) and full-time enrollment, our marketing team and counselors should collaborate more closely with Independent School Districts. Hosting informational conferences and workshops for high school counselors and administrators would help them better understand ACC’s offerings and value.

A key strategy should be to proactively visit high schools across all surrounding districts, directly engaging students, parents, and counselors. By effectively promoting ACC as a top-tier educational choice, we can shift perceptions and drive enrollment growth.

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I chose Strategic Scheduling. It plays a crucial role in fostering a student-centered academic environment by addressing logistical barriers that often deter full-time enrollment. By ensuring students have access to required courses at convenient times, it minimizes conflicts with work, childcare, and other responsibilities. This flexibility enables students to enroll in the necessary number of credits to achieve full-time status, thereby encouraging greater participation.

Additionally, strategic scheduling enhances accessibility by offering flexible options that are particularly beneficial for working adults and parents, creating opportunities for higher enrollment and retention rates. It also supports on-time degree completion by ensuring students can register for essential courses without delays or bottlenecks. This streamlined approach not only benefits students but also aligns with our institutional goals of completion.

Lastly, strategic scheduling promotes student well-being by helping learners balance their academic and personal obligations. Thoughtful planning reduces stress, leading to improved academic performance and overall satisfaction. This holistic approach makes full-time enrollment more attainable and sustainable for a diverse student population.

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Does the data answer "why" the part-time students do not select full-time enrollment? If a student must work to sustain their family or to provide bare living essentials, that's hard in a high-cost-of-living area like Austin/central Texas, while attending college full-time.

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I’m curious whether the motivation for students to enroll full-time is influenced by how we allocate and prioritize different types of financial aid. For example, some scholarships require full-time enrollment, and the new SAI and Pell Grant rules are based on enrollment intensity. This means that, beyond just being full-time to maximize Pell, students may also benefit from reducing their bills and completing their programs faster. This could encourage them to stay and finish their associate degree or continue on to a bachelor’s program with us, rather than transferring. Could we consider reallocating some of our federal aid resources to prioritize full-time enrollment while still ensuring compliance with federal regulations and maintaining flexibility in our decision-making?

I also think we need to have more conversations around summer enrollment

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How might the college expand on-campus employment opportunities, like the ACC GROW program, to support students balancing work and full-time enrollment? (belongs under "Barriers" column.)

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This poll is anonymous (we can't tell who responded). If you want to enter the prize drawing, post/comment and INCLUDE YOUR ACC EMAIL ADDRESS.

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QUESTION OF THE DAY: Which Theory of Change strategy to increase full-time enrollment did you pick and why?

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Which Theory of Change strategy to increase full-time enrollment are you most curious about?

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I worry about the outcome for Latiné students compared to their enrollment numbers. I wonder how much belonging, among other things like institutional barriers, is impacting this disparity.

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The number of English AAs has increased by 102.5% since 2020.

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Having attended an event on 2/28/24 entitled, "Almost a Riverbat: Learnings from a Survey of ACC Applicants Who Did Not Enroll," it is important to note that students find registration challenging.

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I find it interesting that full-time enrollment for off-campus has been steady around 22% for F20 and F21 with increases beginning F22 from 24.5% to 28.6% in F24. This makes me curious of these students' experiences and college supports for off-campus courses and why slightly more are becoming full-time.

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According to the Fact Book, despite a significant drop in GED graduates in AY21, those numbers seem to be on a perpetual increase and that's really exciting! Considering that Adult Education students tend to be more nontraditional, it's awesome to see the growing push for people to return to school and pursue their goals, be it short-term or long-term.

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What other thoughts and questions do you have? What resonates most with you?

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QUESTION OF THE DAY: The ACC Fact Book shows full-time enrollment data for every region and campus. What's a fact about full-time enrollment you notice when looking at the Fact Book?