Enrollment Management

1. Enrollment Management April 10, 2018 Pam Deegan and Carlos Lopez Two parts: • Fundamentals of Enrollment Management -Today • Scheduling Best Practices - Tomorrow

2. What is Enrollment Management??

3. What is Enrollment Management? • Development of class • schedule that • meets student need: • Transfer/degree/certificate • Work-related skills • Enhance competencies Appropriate planning to maximize the amount of funded Full-time Equivalent Students (FTES) the college can generate Support Mechanisms

4. Who is Involved? • Should be a shared vision • At operational level, key administrators and their management teams should be involved? • Beware of committee decision-making!

5. What Information do You Need?? • Ability to access reliable, historical information • Ability to project enrollments based on historical information • Ability to actively monitor live data to make decisions • Ability to access the “rules”, ones which are clearly communicated to the entire college - transparency

6. Definitions

7. Math and Formulas behind Enrollment Management

8. FTES 1 Full-time Equivalent Student (FTES) is equal to 1 student enrolled in 15 semester hours for 2 semesters. This has nothing to do with units !

9. What is the difference between headcount and FTES?

10. What is FTES? What is Headcount? In the following example, Sam, Debbie, and Carlos are each students at the College of Knowledge Community College. Sam Debbie Carlos 3 hours Creative Writing 9 hours Microbiology Lecture & lab 3 hours Math 15 hours = + +

11. The Most Elemental Unit Daily Contact Hour (DCH) • The time a class meets each day • Based on 50-minute hour (each real hour consists of 50 minutes of instruction and 10 minutes of passing or break time.)

12. Class Hour • Can’t be less than 50 minutes • A class hour is commonly called a contact hour or student contact hour. • What about noncredit? Is it still a 50-minute hour?

13. How do you Calculate DCH when the Scheduled Time goes Beyond an Hour?Group Participation • Using 8:00-9:05 as an example:

14. How do you calculate DCH when the Scheduled Time goes Beyond an Hour? Using 8:00-9:05 as an example: 8:00-8:50 = 8:50-9:00 = 9:00-9:05 = ? Contact Hours

15. How do you calculate DCH when the Scheduled Time goes Beyond an Hour? Using 8:00-9:05 as an example: 8:00-8:50 = 1.0 + 8:50-9:00 = 0.2 (converted break time) + 9:00-9:05 = 0.1 1.3 Contact Hours

16. OR 50 is the divisor in calculating contact hours for fractional extension of the hour: 65 Minutes/50 = 1.3 Contact Hours

17. OR

18. Required Breaks Start Here

19. Breaks Continued Source:SAAM

20. From Randy Lawson

21. Daily Student Contact Hour(DSCH) • Daily Contact Hour (DCH) X Number of Students

22. WCH WCH = Weekly Contact Hours • This tells us how many hours the class meets each week. • WCH is the DCH times the number of days the class meets each week. • When we look at our total WCH, we are looking at the size of our schedule. Each department can be assigned a certain number of WCH to schedule for each term—fall, spring, and summer.

23. WSCH WSCH • WSCH = Weekly Student Contact Hours This tells us how many student hours we have and is the intermediate step in calculating FTES. • How to calculate a rough estimate of FTES • WSCH is calculated by the following: WCH X Enrollment = WSCH • What else is WSCH used for?

24. Enrollment • Enrollment = the number of students in the class • Until we know what the actual enrollments are, it is handy to use estimates. You need some sort of system to do this. • We utilize estimates so that we can project what our total enrollments will be as soon as we plan the schedule.

25. Census • 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 18-week semester, this occurs Monday of the 4th week. It is the 3rd week for 16 weeks. • What is your Weekly Census date? • Daily Census is class by class.

26. Term Length Multiplier (TLM) • Number of weeks of instruction in regular fall/spring semesters • Inclusive of all days of instruction, final exam days, and approved flexible calendar days • Standard Term Length Multiplier—17.5 • Compressed Calendars—range from 16.0 to 17.0 • Quarter System Calendars—11.67

27. Do you Know your TLM? • http://extranet.cccco.edu/Portals/1/CFFP/Fiscal_Services/Attndc_Acctg/General/District_and_College_Names_With_TLM's_2014-15.pdf

28. FTEF Full-time Equivalent Faculty • Used for different purposes • FTEF is the portion of a full-time load which each particular class represents. • Example – If a full-time faculty member has a load that consists of 15 hours (LHE), a 3 hour class represents what percentage of this faculty member’s load?

29. 20 %

30. More Definitions

31. Efficiency

32. 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.

33. Statewide, a WSCH/FTEF of 525 represents the point of financial break even for a college (for 17.5 week semester). • It is 565 for a 16 week TLM College • This is equivalent to FTES/FTEF of 17.5

34. What is the Break Even for a Class?

35. Number of Students in a Class 32 students X 3 WCH = 96 WSCH/.20 = 480 WSCH/FTEF 16 FTES/FTEF 33 students X 3 WCH = 99 WSCH/.20 = 495 WSCH/FTEF 16.5 FTES/FTEF 34 students X 3 WCH = 102 WSCH/.20 = 510 WSCH/FTEF 17 FTES/FTEF 35 students X 3 WCH = 105 WSCH/.20 = 525 WSCH/FTEF 17.5 FTES/FTEF

36. WSCH/FTES versus FTES/FTEFFTEF

37. Same WSCH/FTEF or FTES/FTEF for all Programs? Chalk and talk VS

38. NO It is about balance !

39. English vs. Anthropology

40. Master Planning using #s Resource Implications

41. Where does 525 Come From ?

42. It comes from . . . • 1 FTES = 15 WCH • 17.5 Weeks/Semester = 35 weeks (maximum TLM) or • 15 WCH x 35 Weeks = 525

43. Let’s Talk about What is Happening to Class Caps

44. What Happens Financially If you add Just One More Student to a class?

45. FTES – Weekly Census Formula • Formula - WSCH (WCH X Number of students) X Term Length Multiplier 525 WSCH (3.4 x 1) X 16 525 =.103619 FTES = $533.741 for adding just 1 student Let’s say you have 1,000 sections that added one student, that is $533,741

46. How the State of California Calculates FTES • 1. Weekly Census - Regular term length • 2. Daily Census – Short-term classes • 3. Positive Attendance -Classes that do not meet on a regular basis • 4. Alternative Attendance Accounting Method- Credit – Independent Study, Work Experience, and certain Distance Education classes; Noncredit – Independent Study and Distance Education classes

47. Reported FTES is Subject to Annual Audits • Contracted District Audit Manual (CDAM) compliance item 424 is the main compliance item related to FTES reported for state apportionment purposes (From the audit procedures performed, the auditor should report any instances of noncompliance as required by current standards.) • CCR, title 5, sections 58020-24, continues to require the district to maintain detailed documentation to substantiate the data reported on the "Apportionment Attendance Report" Form CCFS-320. Each district governing board is required to adopt procedures to document all course enrollment, attendance and disenrollment as required by CCR, title 5, sections 58020-58024. Source: 15–16 CDAM as approved by DOF.doc

48. Other items reviewed: • Instructional Services Agreements (ISA) (423) • Residency for Credit Enrollment (425) • Students Actively Enrolled (426) • Concurrent Enrollment (Special Admit, PE Courses)) (427) • Open Enrollment Requirements (435) • To Be Arranged (TBA) Hours (479) Source: 15–16 CDAM as approved by DOF.doc

49. Why is this Important?? • Please pay attention to how the manner of scheduling impacts the FTES generated. • It is a big deal financially!

50. 1. 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.