Efficient Enrollment Management at Mt. San Jacinto College - The Enrollment Fairy

1. Enrollment Management Pam Deegan (The Enrollment Fairy) Mt. San Jacinto College October 31, 2006

2. Topics to be Covered • Definitions • Productivity • Faculty Load, • Contractual Obligations • Scheduling Hints • Summary

3. Definitions

4. 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

5. 15 hours + 3 hours = 3 hours 9 hours + For those students who attend less than 15 hours, we piece their hours together.

6. 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.

7. Example - A Sociology class meets on Mondays and Wednesdays from 8-9:30. 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 ?

8. 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, estimatewhat 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.

9. 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.

10. 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.

11. 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

12. 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

13. 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 course’s 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

14. 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

15. 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???

16. 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.

17. Productivity

18. 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.

19. 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

20. 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.

21. 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.

23. 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?

24. 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.

25. 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 don’t waste a room. • Strive to fill in IGETC blocks. Students use this.

26. IGETC Matrix Tuesday/ Thursday 1 English 2 Math 3 Arts/ Hum 5 Phys/Bio Science 4 Soc/Behav Science

27. Know what rooms you “rent” and understand “sharing” process. • Some colleges establish calendar of ownership

28. Classrooms

29. 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. Don’t 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)

30. What is your WFCH Allotment? Arts & Hum Bus, Math, Sci Public Safety Career Ed

31. How do you predict Positive Attendance courses??

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

33. 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?appid=aems

34. Know Thy Contract!

35. Questions???

36. The End