ACCCA ADMIN 101 101/2014 Class/SM and OP - Enrol… · Participatory Governance. July 23, 2014 ......

ACCCA ADMIN 101

July 23, 2014

Sandra L. Mayo EdDPresident

Moreno Valley College

So….Before we begin

�Who….is responsible for

Enrollment Management?

�Or maybe a better way to ask the

question… Who is responsible

for generating FTES?

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Construction of a schedule of course offerings that is consistent with …

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Enrollment Management at


Construction of a schedule of course offerings that is consistent with the …

The Guiding Principals in the Report to the Chancellor from the Enrollment Management Task Force (May 2010)

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Enrollment Management at


Construction of a schedule of course offerings that is consistent with the guiding principals in the Report to the Chancellor from the Enrollment Management Task Force and the MVC Comprehensive Master Plan while achieving FTES targets with some efficiency.

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Enrollment Management atMoreno Valley College

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And, as we know, the Devil is in

the Details

Transfer

•

Workforce Development

•

Basic Skills

•

Stewardship of Resources

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Our Core Mission

STUDENT EQUITY:WHAT IS THE COMMITMENT TO

UNDERREPRESENTED AND UNDERSERVED STUDENTS?

� RECRUITMENT

� RETENTION

� SUCCESS

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Indicators of Success

PROGRAM QUALITY:WHAT ARE THE INDICATORS?

� STUDENT OUTCOMES

� STUDENT SATISFACTION

� REPUTATION

� FACULTY/STAFF ACHIEVEMENTS

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Indicators of Success

ORGANIZATIONAL EFFICIENCY:ARE STRUCTURES AND PROCESSES COST-BENEFICIAL?

� REDUNDANCY

� DUPLICATION

� IMPACT

� HIDDEN COSTS

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Quantitative Processes

Moreno Valley College is a fairly young college…

Processes are still in development

Comprehensive Master Plan – board has not yet approved

Strategic Planning/Goals need to be updated to be measureable and achievable

The Planning Calendar/Cycle is still in development

Task Forces: The Governance Handbook and Streamlining Program Review

Achieving FTES Targets is critical

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Participatory Governance

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Reassigned Time…Contractual… Defined by

Accrediting Agencies

� Director Dental Hygiene/Assisting-.4 reassigned time(rt) (2)� Director of Physicians Assistant - .8 rt year round� Director EMS - .4 rt� Choir Director - .2 rt + stipend� Articulation - .4 rt counselor� Assessment - .2 rt� Puente - .6 rt = .4 Puente Counselor; .2 Puente English� Program Review - .1 rt� Faculty Development - .2 rt + stipend� Honors Coordinator - .2 rt + stipend� Student Activities – 1.0 rt + stipend� Coordinator Writing & Reading Centers - .3 rt + stipends (2)� Renaissance Scholars Program� Language Lab and CIS Lab coordination� Department Chairs, ACCJC, ….

It’s all about vocabulary� FTES

� FTEF

� WSCH

� DSCH

� PA

� 525 - 15 hours/week *

17.5 weeks * 2 semesters

� 15 hours/week * 35

weeks

� goes back to the dark

ages when we were

attached to K-12

� TLM –� Standard Term Length

Multiplier—17.5

� Compressed

Calendars—range from

16.0 to 17.0

� Quarter System

Calendars—11.67

� Find your specific TLM

and other stuff� http://extranet.cccco.edu/Divisions/

FinanceFacilities/FiscalServicesUnit

/StudentAttendanceAccountingMan

ual.aspx#Attendance_Accounting_/

_FTES

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The Math�#�� /��

��= FTES

�#�� !�"#$�!�%&�'��(" = WSCH

� We use the WSCH with a TLM only when the course meets for the whole semester and is scheduled the same amount of time for each meeting

� http://extranet.cccco.edu/Portals/1/CFFP/Fiscal_Services/Attndc_Acctg/General/ContactHrComputationTbl_FINAL_09132011_7.pdf

Students Contact Hours TLM Hours in FTES FTES

30 3 17.5 525 3

30 4 17.5 525 4

30 5 17.5 525 5

30 3.3 16.5 525 3.11

30 3.3 16.3 525 3.07

A Little More Math

� So, for courses that meet less than the full

term, but still scheduled the same amount of

time for each meeting we use DSCH

�#�� )��*��+�,-�

��= FTES

� #�� !�"#$�!�%!�'��(". (&/%"" = DSCH

�Holidays and absences must be considered

Almost the Last Slide with Math

� Positive Attendance (PA) is used for anything that does not fit the other two. All none credit is Positive Attendance and any course that does not meet the same number of hours each time it meets or cannot be scheduled in a regular way.

��*0��*0��

��= FTES

� The faculty must take and record the actual hours of attendance for each student.

Okay now the last slide with Math

� Alternative Attendance Accounting

� Alternative Attendance Accounting Procedure

� Non-Classroom based Instruction

� Independent Study, Work Experience

� Distance Education Courses

� Based on Units instead of Contact hours

� Includes WSCH based FTES Calculation for online lab hours, TBA hours (aka Hours by arrangement)

�#��1,��

��= FTES

July 23, 2014

Rule of Thumb

Just and easy way to estimate where you are

� 10 students in a 3 hour course = 1 FTES


� 30 Students in a 3 hour course = 3 FTES




To Be Continued � Only in California do

we have this much

amusement and

entertainment around

generating

apportionment.

I can be reached

[email protected]

(951) 571-6160

Omid Pourzanjani, Ed.D.

Vice President for Instruction and Student Learning

Golden West College

Economy vs. Budget vs. Demand

0

20

40

60

80

100

120

140

1 2 3 4 5 6 7 8 9 10 11 12 13 14

Economy

CC Budget

Student Demand

Overview

Pre-Assess

Outreach AssessmentOrientationApply

Remediation

Graduation

Enroll

Coursework

Recruitment

to

Completion

�How many FTESs do you have?

�How much is each FTES worth?

�What is the apportioned budget of your college?

�How much must go to instruction?

Income

Common Data Points

Hours of Instruction / FTES (30*17.5) 525Average Class Size 35LHE to lecture units (Average) 1.00Student Contact Hours/semester/unit 18.00FTES/FTEF Efficiency Factor 1.200

Apportionment / Credit FTES 4,600FTES 10,000

Net Income 46,000,000

Exercise #1

1. Calculate the resulting FTES from a Humanities class with 220 students, 3 hours / week, 18 weeks.

2. Calculate the resulting FTES from an English 100 class with 30 students, 3 hours / week, 18 weeks.

TIP:

# of students * # of hours/week * # of weeks/term

-------------------------------------------------------------

525

July 25, 2012

50% Law

Net Income 46,000,000

Instructional Portion (50% Law) 50%

Budget Portion for Instruction 23,000,000Instructional Support Staff (10%) -2,300,000

Budget left for Faculty PT+FT 20,700,000

Cost of FTES by FT Faculty


LHE for FT Faculty 30

Avg. Cost of FT (Salary + Benefits) 107,000

Number of Full-time Faculty 120

FTEF allocated to release time (8%) 9.6

Teaching Full-time Faculty FTEF 110.4

FTES generated by FT Faculty 3970

Total Cost of FT Faculty 12,840,000

Cost of FTES by PT Faculty


Total Cost of FT Faculty 12,840,000

Dollars remaining after FT 7,860,000

Cost of PT + Benefits / LHE 1,450

Number of LHE for Part-Time Faculty 5,420

FTES from Part-Time Faculty 6,500

Cost of Reaching FTES TargetsBudget left for Faculty PT+FT 20,700,000

LHE for FT 30Cost of FT Average + Benefits 107,000 Number of Full-time Faculty 120FTEF allocated to release time (8%) 9.6Teaching Full-time Faculty FTEF 110.4FTES generated by FT Faculty 3970Total Cost of FT Faculty 12,840,000


Cost of PT + Benefits / LHE 1,450 Number of LHE for Part-Time Faculty 5420 FTES from Part-Time Faculty 6500

Total FTES 10,480

The 75-25 “Suggestion”Budget left for Faculty PT+FT 20,700,000

LHE for FT 30Cost of FT Average + Benefits 107,000 Number of Full-time Faculty 120FTEF allocated to release time (8%) 9.6Teaching Full-time Faculty FTEF 110.4FTES generated by FT Faculty 3970Total Cost of FT Faculty 12,840,000


Cost of PT + Benefits / LHE 1,450 Number of LHE for Part-Time Faculty 5420 FTES from Part-Time Faculty 6500 Approx. part-time faculty at full-load (10 LHE) 542Total FTES 10,480

�How many programs/services do

you have?

�How do you define a

program, major, certificate, or

service?

Spending the Income

33

�What is the TCO of each

program? (resources, people,

funding sources)

�How do you determine the TCO

for each program?

Total Cost of Ownership

34

�How many programs can you

afford?

�What is the efficient pipeline for

each program?

�Program priority?

�A program/major/certificate vs. a

few courses in CTE or G.E.

Size of Portfolio

35

July 25, 2012

Resource Distribution

60%

30%

10%

Transfer

CTE

Remedial

37

�What are the goals for each program or service?

�What are the success metrics for each program?

�Who are the partners?

�How current is the curriculum or practices?

�Are there other funding sources and offering methods?

Activities to Outcomes

38

�Success rate of a student that places

2-3 levels below college level math

�Diagnostic tests and surgical

remediation

�Seats offered for each placement

group? Matching the demand?

Thinking outside of classes

� Sending probation/disqual letters each semester?

� Sending out letters to first-semester and first-year completers congratulating them?

� Tracking and connecting with students that have finished 30 units with you?

� Searching through your records for students that are 2-3 courses from completion?

� Which is harder? Getting new students or keeping the ones you have?

� Tying your efforts with Student Success

Focusing on success

Lifecycle

Pre-Assess

Outreach AssessmentOrientationApply

Remediation

Graduation

Enroll

Coursework

Recruitment

to

Completion

�What about service

programs? Registration, Counseling,

Assessment…

�FTES for educational programs; what is

the measurement unit for services?!

�FTES versus Headcount? Both in

instructional areas as well as service

areas?

Program Types

42

� When does your application period open?

� How many apps do you receive each term?

� How many enroll? (yield)

� How many students take the assessment test? How many of your staff and counselors tell the students to “just” go and take the assessment test?

� What is your placement strategy? Multiple measures? ERWC?

� Common Assessment Initiative vs. Common Core and their new assessment test!

Ties with Enrollment Services

43

�Lifecycles of the students

�Strategically managing program/service portfolio

�Moving from activities to outcomes

�Focusing on transfer or employment

Take-Aways

44

Q&A

Discussion

Omid Pourzanjani, Ed.D.

Vice President for Instruction and Student Learning

Golden West College

Contact: [email protected]

(714) 895-8707

� Your college FTES declined by 20% over the last several years due to budget cuts. Now, your college is struggling to meet the 2.75% growth plan set by your district (maximum funded growth by the state). Your college missed the previous year FTES goal by 2% (about 100 FTES), so it is critical that you met your new FTES goal.� What data do you need to consider to help you decide which courses to

offer? Why?� What other college or district specific information do you need to

consider?� Assume you need to grow the Fall schedule by 80 FTES vs prior year,

how would you distribute it?

� Note: See handouts for sample enrollment data.

Case Study

ACCCA ADMIN 101 101/2014 Class/SM and OP - Enrol… · Participatory Governance. July 23, 2014 ......

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