Effective Strategies for Enrollment Management and Scheduling in Community Colleges
This session explores critical topics in enrollment management and scheduling, including strategies for effective course offerings, managing cumulative overloads and underloads, and understanding California's funding model. It addresses common misconceptions about enrollment management, highlights the importance of flexible scheduling to meet student demand, and defines key terms such as FTES and FTEF. Participants will learn the significance of data-driven decision-making and communication within the community to enhance student access to education and successfully navigate funding changes.
Effective Strategies for Enrollment Management and Scheduling in Community Colleges
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Presentation Transcript
Some of today’s Topics: • Scheduling Timeline • Enrollment Management • Roster Management & Late Adds • Cumulative Overloads and Underloads • Up-coming Curriculum Issues • Hours By Arrangement (HBA) • Course Outlines of Record • Non-Credit Certificates • Lottery Monies • Other
Some up front thoughts… • Yes… • Please ask questions…. • Yes… • I know that it’s a LOT of information… • Why… • Because we all want to be making informed decisions…
Enrollment Management • Isn’t Enrollment Management just another name for “cutting” classes? • I just develop a schedule of classes and find instructors…Why do I need to understand Enrollment Management? • What is Enrollment Management? • I don’t care about Enrollment Management…that’s a “management thing” and I really don’t need to know this…do I?
California’s Funding Model “Feast” or “Famine • Traditional up-and-down trend (wave)
“Famine” • In tough economic times, the state will either reduce the college’s workload or reduce the amount of money per student provided. • Traditionally, community college students increase during this time because there are no jobs and students return for retraining or to improve skills. • Many colleges turn away students during this time because their budgets are reduced and they are not provided enough money to serve these additional students.
“Feast” • In good economic times, the state will increase the college’s workload and provide money for growth. • Traditionally, community college students decrease during this time because the economy improves and there are new job opportunities. • Many colleges “chase” students during this time because the state provides “full funding” and money for “growth”.
Making it work… • Knowledge • Understand CA budget • Understand CCSF schedule • Understanding changes from the State Chancellor’s Office which impact FTES (e.g. repeatability, HBA, registration priorities) • Understand “core” needs and priorities of area • Flexibility • Ability to shift with student demand • Ability to add and reduce to best meet student needs • Shifting of FTEF between semesters to meet student demand
And by… • Creating pathways across the city so that individuals, regardless of location, can access education… • Research data • Center designation • Community communication • “Plus one” Pathways • Cultural context • “High Impact “hooks”
Definitions • Weekly Census – Class meets weekly the whole semester (equal number of hours each week) and we get credit for students attending at Census date. • Daily Census -Class meets equal number of hours each day for at least five days and we get credit for students attending at Census date. • Positive Attendance – Class meeting irregular hours or having less than 5 class meetings. We get credit for hours that students actually attend. All noncredit classes.
Definitions… • FTES – Full-Time Equivalent Student • 1 student -15 hours/ 2 semesters • Short formula – (cap x hour/week)/30 • [Maximum FTES] • $4642/Credit FTES • $3232/ Non-credit Enhanced FTES • $2744/ Non-credit Regular • FTEF – Full-Time Equivalent Faculty (LOAD) • Productivity – FTES/FTEF • State “watermarks” • 17.5 CR (525 WSCH) • 25 NC • Each .1 reduction in productivity = $314,100 cost
Definitions… • FTES Goal/Target – The FTES number for a college which the state will fund in a given year. • 100 Credit FTES below = $460,000 • 100 Non-Credit FTES below = $320,000 • FTES Goal “Growth”– The additional amount of FTES above the “target” which the state will fund (usually in a “feast” period).
Budget Definitions… • Stability – “Guaranteed” funding for 2 years (based on achieving prior goal). By end of 2 year period, college must achieve original FTES goal or lose funding. • Borrowing/ Summer Sessions – Census/End date • Can “swing” FTES into either academic year
$$$ Schedule (FTEF) (FTES) $$$
Noncredit FTES • Divide total hours of actual attendance by 525 • FTES = PAH/525
This is where we look at those spreadsheets that put you to sleep…
Strategies… • This means the responsibility to “add”, “shift”, and “eliminate” for the best interest of all City College students…it is bigger than our individual areas… • “Roll It Forward”… • Summer Fall Spring
Enrollment Management • Isn’t Enrollment Management just another name for “cutting” classes? • I just develop a schedule of classes and find instructors…Why do I need to understand Enrollment Management? • What is Enrollment Management? • I don’t care about Enrollment Management…that’s a “management thing” and I really don’t need to know this…do I?
Up-coming Curriculum Issues • Hours By Arrangement (HBA) • Audit Results • State Chancellor’s Office • Course Outlines of Record • Fall 2014 Deadline (Pre-2000 COR that are “in process”) – • Done with TR and Submitted to CC by February 12 for February 26(?) meeting • Spring 2015 Deadline (Pre-2008) for inclusion in Spring Schedule • Done with TR in the SPRING semester • “Live Dangerously” -Done with TR and Submitted to CC by August for September meeting
More Curriculum… • Non-Credit Certificates – New Designations • P = Pass • SP= Satisfactory Progress • NP = No Pass/Not Enough Work Completed/Insufficient Assessment • W =Has Attendance Hours and Stopped Attending • NS = No Show/Never Attended • CH = Cancelled Hours/Class Cancelled
Other… • Lottery Monies • Questions? • Other
