DATA DRIVEN COURSE REDUCTION

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DATA DRIVENCOURSE REDUCTION

• Ron Manzoni, Interim President, Cuyamaca
  Community College
• Dr. Mary Kay Rudolph, Vice President of Academic
  Affairs,
• Santa Rosa Junior College

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REDUCING SECTIONS

• Assumption There is an FTES goal for
• the academic year.
• Determine fall and spring FTES needs
• Back into summer, intersession, off-campus and
  non-credit
• Criteria and general guidelines
• Accurate information re number of courses

Data Drive Course Reduction CCCCIO Conference
October 22, 2009
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PHASE 1 FOUNDATION FOR PLANNING

• Determine FTES goal for the academic year. Does
  it include unfunded FTES?
• Determine fall and spring FTES goals. Include
  credit, open entry/open exit and non-credit.
• Determine summer and intersession FTES goal.
• Determine average FTES/section for contract
  faculty for fall and spring semesters.

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PHASE 1 FOUNDATION FOR PLANNING (continued)

• Determine average FTES/section for
  adjunct/overload faculty for the fall and spring
  semester.
• Determine average FTES/section for summer.
• Identify the part-time/overload budget for the
  academic year line item budget and actual.
• Determine average cost for adjunct/overload
  faculty (use actual cost when possible).

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PHASE II PLANNING FALL AND SPRING SEMESTERS

• Determine the number of sections to be assigned
  to contract faculty and estimated FTES for
  contract faculty.
• The balance of the FTES goal is assigned to
  overload and adjunct faculty.
• Determine the estimated (where possible actual)
  adjunct/overload cost for each semester.

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PHASE III PLANNING SUMMER AND INTERSESSION

• Back into summer and intersession after
  allocating FTES for fall and spring.
• Schedule the number of sections to reach FTES
  goal.

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GUIDELINES FOR SCHEDULING WHENSECTION REDUCTIONS
ARE NEEDED

• Total sections will be based upon sections
  scheduled as of a census date for the previous
  fall or spring semester (only count sections with
  an instructor cost).
• A section will be considered as 3 units or 3
  hours. Variation of units and hours will be
  identified as equivalent to the
  3-unit/hour standard. For example, a class that
  meets for 6 hours will be equivalent to 2
  sections.
• Concurrent sections equal one section, even if
  the FTEF is distributed to each section.
• Sections to be scheduled will be identified prior
  to a final galley proof.

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GUIDELINES FOR SCHEDULING WHENSECTION REDUCTIONS
ARE NEEDED (continued)

• Day, evening, off-campus and online programs will
  be planned to maintain the best selection of
  courses for students.
• Contract faculty may have to be scheduled for
  evening, off-site and/or online sections to meet
  program and student needs.
• Determine total sections to be assigned to
  contract faculty and the average FTES/contract
  faculty.
• Determine total sections remaining for
  overload/adjunct faculty and the average
  FTES/overload-adjunct section.

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GUIDELINES FOR SCHEDULING WHENSECTION REDUCTIONS
ARE NEEDED (continued)

• Consider the feasibility of grant funds paying
  for some sections. The FTES for such sections
  would not be counted for apportionment.
• Consider moving some courses to the fee-based
  Community Services program.
• FTES for approved large class bonus sections will
  be summed and the total used to adjust (reduce)
  Division/Department sections.
• Adjunct cost for retirees will be summed and
  divided by the average adjunct cost (3,900) to
  determine and used to adjust (reduce) total
  sections for a Division/Department.

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GUIDING PRINCIPLES FOR FALL 2009COURSE
CANCELLATIONS

• The highest priority for course preservation goes
  to those that are critical to the mandated
  mission of the College (transfer, Career
  Technical Education, degree programs, Basic
  Skills, Economic Development).
• Critically evaluate reducing sections of a course
  where there are multiple sections of the same
  course.
• Respect the value of the primary sites and the
  necessity of retaining curriculum depth at those
  sites.
• Keep electives to the minimum needed for
  transfer, degree programs, certificate completion
  or workforce skills needed for business and
  industry, in conference with Counseling.

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GUIDING PRINCIPLES FOR FALL 2009COURSE
CANCELLATIONS (continued)

• Consider the impact of cancelling courses in
  those programs that have a business operation
  component which is dependent upon student
  enrollment.
• Evaluate the additional costs of offering some
  courses, such as facilities rental, against
  college mission and community need.
• Course enrollments (and course history) will be
  scrutinized carefully in conjunction with the
  principles listed above, with the understanding
  that there are important reasons why some
  classes, by necessity, are kept small.
• During schedule development the District and the
  faculty bargaining unit will consult to assure
  that the faculty contract is being followed.

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USEFUL INFORMATION

• FTES/section
• Four semester average
• Recent trend
• Decision Support System a way to project and
  track FTES

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ADDITIONAL ISSUES

• Large College Issues
• Small College Issues
• Multi-College District Issues
• Other
• Example Strict Cancellation Guidelines
  (handout)