Community College Revenue Sources

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Enrollment Management
Pam Deegan (The Enrollment Fairy) Mt. San Jacinto
College October 31, 2006
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Topics to be Covered

• Definitions
• Productivity
• Faculty Load,
• Contractual Obligations
• Scheduling Hints
• Summary

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Definitions
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FTES

• 1 Full-time Equivalent Student (FTES) is equal
  to 1 student enrolled in 15 semester hours.
• This has nothing to do with units !
• Examples

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15 hours
3 hours

3 hours
9 hours

• For those students who attend less than 15 hours,
  we piece their hours together.

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WFCH

• WFCH Weekly Faculty Contact Hours
• This tells us how many hours the class meets each
  week.
• (Not to be confused with units!!)
• When we look at our total WFCH, we are looking at
  the size of our schedule. Each School is
  assigned a certain number of WFCH to schedule for
  what is called the regular term. The regular
  term includes Fall,
• Intersession, and Spring. Summer has its own,
  separate WFCH allotment.
• This WFCH allotment is the same as the catalog
  WFCH.

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• Example - A Sociology class meets on Mondays and
  Wednesdays from 8-930. It therefore meets 3
  hours per week. In the CATALOG, it states that
  for a normal 16-week semester, the class meets 3
  hours a week. Therefore, for scheduling
  purposes, this class is 3 WFCH. That is what you
  count against your allotment, the CATALOG hours.
• What about short-term classes, ABCs, overlaps?
  How do you count WFCH ?

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Enrollment

• Enrollment the number of students in the class
• Until we know what the actual enrollments are, we
  use estimates. We utilize estimates so that we
  can project what our total enrollments will be as
  soon as we plan the schedule. As we plan our
  schedule, it is important to have chair and dean,
  estimate what the enrollment will be for each
  individual class. The time of day, number of
  sections, the size of the classroom, and the
  individual teaching the class all come into play.
  

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• These enrollments always fluctuate. For purposes
  of funding, the state takes a snapshot in time
  at the first 20 of the course. This is called
  Census. For a full semester, 16-week course, this
  occurs Monday of the 3rd week.

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WSCH
WSCH

• WSCH Weekly Student Contact Hours
• This tells us how many student hours we have and
  is the intermediate step in calculating FTES.
• WSCH is calculated by the following
• WFCH X Enrollment WSCH
• Example - In our sociology example of 3 WFCH with
  45 students enrolled, we multiply 3 x 45 135
  WSCH
• If we divide this by 30 (an approximation), we
  obtain the number of FTES generated. THIS IS JUST
  AN APPROXIMATION. THE REAL FTES HAS TO DO WITH
  THE APPORTIONMENT METHOD.

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How the State of California Calculates FTES

• Weekly Census - Regular term length
• DSCH (Daily Student Contact Hours) -
• Short-term classes
• Positive Attendance -Classes that do not meet
  on a regular basis or open entry/open exit
• Independent Study/Work Experience -
• Non-classroom and all On-line
• Classes

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Census Week

• These are classes that meet on a regular basis
  each week for the full semester. Students are
  counted on enrollment, not attendance, during
  census.
• The formula Hours of enrollment x 17.5
• 525

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DSCH

• This includes classes that meet on a regular
  basis for at least 5 days, but do not meet the
  full semester.
• Enrollment is counted on each courses individual
  census day (20 of course).
• Summer, short-term courses, and Intersession are
  included here
• The formula
• ( of hours of enrollment/day) x (the total of
  days the class meets) x (the number of students
  at census)
• 525

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Positive Attendance

• Actual hours of attendance are counted. Every
  525 hours counts as one FTES.
• Included are
• Irregularly scheduled credit courses
• Open entry/open exit
• In-service academy classes
• Non-credit classes
• Apprenticeship classes
• Tutoring courses

Formula Contact Hours 525
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• Positive Attendance (PA) is counted in the
  semester of the last class meeting, even if a
  majority of the class met during a previous
  semester.
• What about summer?? How do you schedule for it
  to maximize your options???

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Independent Study/work Experience

• One weekly student contact hour is counted for
  each unit of credit in which the student is
  enrolled.
• The formula is the same as weekly classes or DSCH
  classes depending upon the length of the class.
• In the past, this was the kiss of death for
  on-line labs, where WFCH are different than the
  units. NEW changes to code have solved this
  problem.

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Productivity
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Are We Efficient?or The Cost of Generating FTES

• Statewide, a measure of efficiency is WSCH/FTEF
  where WSCH is divided by the Full-time Equivalent
  Faculty (FTEF). This tells us how much of a
  faculty load it takes to generate a given WSCH.
• FTEF (Full-time Equivalent Faculty) is the
  portion of a full-time load which each particular
  class represents.

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• Statewide (and as a rough approximation), a
  WSCH/FTEF of 500-525 represents the point of
  financial breakeven for a college.
• Our Soc class had 135 WSCH/.20 (the FTEF) 675
  WSCH/FTE.
• (33 is the breakeven for a 3 hour class)

WOW
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The ABCs of Scheduling

• If you build it, they will come OR we schedule
  for students. Not all schedule this way.
  Stories??
• Establish time blocks to maximize efficiency for
  students, teachers, and classrooms.

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• Schedule according to your own Educational Master
  Plan. That is your target, your goal, of what
  the college should look like in the future.
• Have a road map of how you plan to achieve that
  target. I call that my Academic Master Plan
  (AMP). The AMP is a 3-year rolling plan that
  allows for planning and scheduling in small
  increments.

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Taxonomy Information Taxonomy Information Taxonomy Information Degree Information Degree Information Degree Information   Courses to be added and Courses to be added and Courses to be added and Courses to be added and Courses to be added and Courses to be added and Courses to be added and year added year added year added year added     Additional Costs Additional Costs
                                        for 2006 - 7 Only for 2006 - 7 Only
School Depart. Progr Degr Cert of Cert of Course 2006-7 2006-7 2006-7 2006-7 2006-7 2007 -8 2007 -8 2007 -8 2007 -8 2008-9 2008-9 2008-9 2008-9 supplies equipment
        Achieve. Compl.   WFCH WFCH WFCH Cost WFCH WFCH Cost WFCH WFCH Cost approx.cost approx.cost
(state -18 units (local -17 units
or more) or less)
   
   
   

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How Do We Plan Our Growth?
EDUCATIONAL Master Plan
ACADEMIC Master Plan
Each year, we systemically add classes that will
allow us to achieve our Educational Master Plan
What our college will look like when we are
fully built-out with 50,000 students?
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• Be aware of your curriculum cycle so you can
  schedule what you want, when you want. Know that
  you need to calculate adequate time for state,
  commission, and agency approvals.

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• Know your rate of cancellations, and build that
  into your schedule. Know when to cancel and how
  to cancel. What is your practice??
• Hybrids?? 8-weekers?? Build them together so you
  dont waste a room.
• Strive to fill in IGETC blocks. Students use
  this.

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IGETC Matrix
Tuesday/ Thursday
1 English
2 Math
3 Arts/ Hum
5 Phys/Bio Science
4 Soc/Behav Science
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• Know what rooms you rent and understand
  sharing process.
• Some colleges establish
• calendar of ownership

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Classrooms
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How to Predict Your FTES or Knowing If You are
Going to Hit Your Nut

• Some put together a schedule or roll-over
  schedule, cross their fingers, then wait to see
  what happens. Dont let fate determine your FTES
  fate. Plan, plan, plan
• Some let all grow the same amount, eg. Add 5
  (number of classes??, WFCH, FTEF, what??)
• Know your programs, schools, divisions and their
  differential rate of return (WFCH to FTES FTEF
  to FTES)

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What is your WFCH Allotment?
Arts Hum
Bus, Math, Sci
Public Safety
Career Ed
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• How do you predict Positive Attendance courses??

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• Do research in which you look historically at
  FTES produced at census vs. your 320 report.
  Determine your factor which indicates your
  retention.

Class Fall Census Fall 320 Delta Factor
AJ360 35 33 33/35 94
AJ361 37 33 33/37 89
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Decision Support System

• This gives us tools to make decisions
• Before the schedule goes to bed
• For hiring processes
• For program review, etc.
• That integrate our processes
• That automatically download into our processes

• https//admin.sdccd.net/sdccd/login.cfm?appidaem
  s

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Know Thy Contract!
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Questions???
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The End