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FTES: What is it, and why should you care ALP, 12

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FTES: What is it, and why should you care ALP, 12

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    1. 1 FTES: What is it, and why should you care? ALP, 12/14/07 Kathleen Burke-Kelly Vice President, Academic Affairs, City College Cathy Iyemura Attendance Accounting, District Office

    2. 2

    3. 3 FTES (Full-Time Equivalent Student)

    4. 4 Key FTES/Budget Activities 2007-08 P0 Advance Principal Apportionment (July) 1st Period FTES (CCFS 320) Report (Jan) P1 First Principal Apportionment (February ) 2nd Period FTES (CCFS 320) Report (Apr) P2 Second Principal Apportionment (May) Annual FTES (CCFS 320) Report (July) Principal Apportionment Recalculation (Feb)

    5. 5 FTES Calculations: Accounting Methods

    6. 6 FTES Projection Worksheet

    7. 7 FTES related Budget Concepts

    8. 8

    9. 9 What is Enrollment Management? It is… An institutional commitment and an integral part of strategic planning A clear articulation of institutional enrollment goals A plan that aligns services and resources under the umbrella of a larger vision A data-driven strategy A living plan that is constantly changing as institutional needs change Randal Lawson Santa Monica College

    10. 10 What is Enrollment Management? Schedule of Classes is… Focus of academic and fiscal planning Central to the community college mission Primary source of both instructional income and expenditures Balance between academic needs and fiscal realities

    11. 11 Schedule Planning Size of the schedule—Growth? To grow or not to grow… Is growth funded? How much growth can the college afford? Costs of additional faculty and staff Impact of other project expenditures What is the capacity for growth? Facilities and budget Faculty and staff Student support services

    12. 12 Schedule Planning Size of the schedule—Reduction? Is a reduction necessary? Is there a choice? Can greater efficiency/productivity address the problem? Can have unintended long-term impact Need to carefully consider contractual obligations What key scheduling policies, practices, and techniques are essential for decision-making?

    13. 13 Three-Step Scheduling Procedures  Determine the following:  1. Minimum and Maximum Term Class Hour Totals 2. Hours per Week and Hours per Day Consider non-instruction days when necessary 3. Daily Scheduling Pattern to Optimize FTES

    14. 14 Scheduling Procedures for WSCH Classes EXAMPLE: 3 unit, 3 standard hour class, 16-week primary term, scheduled 2 days per week   Maximum: 3 hrs x 18 wks = 54 term hours /16 wks = 3.375 hrs per week (use 3.4 hrs = 170 minutes) /2 days per wk = 1.687 hrs per day (use 1.7 hrs = 85 minutes)   Minimum: 3 hrs x 16 wks = 48 /16 = 3 /2 days per wk = 1.5 hrs per day

    15. 15 FTES & Scheduling: 50 Minute Rule

    16. 16 FTES & Scheduling: 50 Minute Rule

    17. 17 Exercise: FTES and Scheduling For a WSCH section scheduled for 54 total term hours and 3.4 hours per week, calculate the FTES generated by ten students. Your college is opening a new off-site center. In order to qualify for Center Status, that site needs to generate a 1000 FTES. You can guarantee 35 students per class. How many 3-standard hour class sections must you add to your schedule to achieve that FTES goal?

    18. 18 This page blank for calculations

    19. 19 Enrollment Management/Planning Meeting student needs: Provide effective “friendly” formatting of information to all involved in the scheduling process Allocate specific numbers of class hours to departments Establish and enforce specific class time patterns to allow students to enroll in multiple courses with ease

    20. 20 Meeting Student Needs: Friendly Formatting—16 Week Classes

    21. 21 Enrollment Management/Planning Meeting student needs (cont.): Allocate classrooms to departments Class size/room capacity match Avoid a culture of department “ownership” of rooms (priority rather than exclusivity; establish a point in time during the scheduling process when rooms revert to general use) Monitor facility use data and adjust accordingly

    22. 22 Meeting Student Needs: Friendly Formatting—Time Blocks and Rooms

    23. 23 Enrollment Management/Planning Who should be involved? EVERYONE!!! Must be a shared vision with clearly articulated goals Should include the acceptance of well-defined responsibilities for all members of the college It must meet student demand and student needs!!!

    24. 24 Exercise Answers Exercise 1 10 students x 3.4 hours per week = 34 WSCH x 16.5 TLM = 561 total instructional hours / 525 hours = 1.07 FTES Exercise 2 35 students x 3.4 hours per week = 119 WSCH 119 WSCH x 16.5 TLM = 1963.5 total instructional hours 1963.5 / 525 hours= 3.74 FTES 1000 FTES Goal / 3.74 Actual FTES per class = 267.38 Classes

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