ENROLLMENT MANAGEMENT PLAN

Transcription

1 COLUMBIA COLLEGE ENROLLMENT MANAGEMENT PLAN Columbia College Enrollment Management Team Page 1 of 37

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3 Table of Contents Enrollment Management Planning Team 4 Executive Summary 5 Enrollment Management Philosophy 5 Enrollment Management and Strategic Planning 6 A. Operational Components 7 Integrated College Planning 8 College Budget 9 Staffing 10 Academic Course Scheduling 11 Student Success 12 Facilities and Infrastructure Planning 13 Matriculation 14 Outreach, Marketing and Financial Aid 15 B. Standard Operating Procedures 16 Minimum Section Enrollment Criteria 17 C. Enrollment Productivity Indicators 18 Productivity Ratios 19 D. Enrollment and Growth Estimates 20 Annual FTES Projections and Tracking 21 Comprehensive Enrollment Tracking and Estimates 23 E. Enrollment Management Reports 27 Fall 2009 Enrollment Update 28 Spring 2010 Enrollment Update 33 Page 3 of 37

4 ENROLLMENT MANAGEMENT PLANNING TEAM The personnel and associated positions below are involved with the creation, review, oversight and implementation of the Columbia College Enrollment Management Plan. Dennis Gervin Michael Perez Melissa Raby Gary Mendenhall Mike Torok Erik Andal Raelene Juarez Kathy Smith Karin Rodts Susan Medeiros Alexandra Campbell Brian DeMoss Doralyn Foletti Craig Johnston Marnie Shively Vice-President of Student Learning Vice-President of Administration Dean of Student Services Dean of Instructional Services, Occupational & Economic Development Dean of Instructional Services, Arts and Sciences Columbia College Academic Senate President Columbia College Academic Senate President Elect Director of Admissions & Records/Matriculation DSPS Coordinator/LD Specialist EOPS Coordinator/Counselor Director of Institutional Research & Planning Director of Information Technology Student Activities and Outreach Coordinator/Instructor, Academic Achievement Center Director of Student Financial Services Page 4 of 37

5 EXECUTIVE SUMMARY The Columbia College Enrollment Management Plan ensures that ongoing college-wide dialogue plays a central role in the coordination, implementation and philosophical approaches relating to the management of student enrollment at Columbia College. This plan is designed to help frame annual discussion, guide planning decisions and ensure the integration of enrollment planning processes with college-wide planning. Additionally, this document will house Columbia College s enrollment management philosophy and associated standard operating procedures relating to enrollment management at Columbia College. The Columbia College Mission Statement speaks to, high standards of student success, offering comprehensive and high quality programs and services, and, a culture of improvement. Driven by these specific components of our mission, the 2010 Columbia College Enrollment Management Plan guides the coordination and integration of planning activities for 8 operational components that are seen as critical to the successful long-term enrollment of students at Columbia College. These 8 components are: Enrollment Drivers (Provide the impetus or motivation for changes in college enrollment) 1) Integrated College Planning (Primary Driver) 2) College Budget (Secondary Driver) Enrollment Effectors (agents or activities that influence student enrollment) 3) Staffing 4) Academic Course Scheduling 5) Student Success (Academic Wellness) 6) Facilities and Infrastructure Planning 7) Matriculation 8) Outreach, Marketing and Financial Aid Institutional Research is considered to be a common thread that ties all 8 components together. Columbia College s Philosophy for Enrollment Management Columbia College s enrollment management planning, procedures and strategies have a primary focus on sustaining long-term student success. This will be done in a manner that implements mission focused college plans in a cost effective and sustainable manner. Page 5 of 37

6 ENROLLMENT MANAGEMENT AND STRATEGIC PLANNING Enrollment Management at Columbia College is directly linked to the College Planning in that its long range goals are driven by the planning assumptions found in the Educational Master Plan (EMP). It is also intimately linked with the Annual Planning Cycle of the college. Program Activities Implemented Program Review Process Annual Planning Cycle Unit Planning Process Program Review: A significant portion of program review data is dedicated to the analysis of student enrollments; changes to student enrollment influence the needs reflected in annual unit plans for both instructional and service areas at the college. Fall Resource Allocation to Programs The Planning Cycle begins w/ Program Review Columbia College Budget Adoption Spring Prioritization of Resource Needs Unit Planning: One of the primary functions of the Columbia College Enrollment Management Plan is to stimulate discussion, evaluation and improvement of projects, activities and acquisitions related to enrollment management. Initiatives, tasks and projects that are spawned by the Enrollment Management Plan, enrollment management steering meetings or related dialogue will be entered into the appropriate Unit Plans each year; this is a direct connection to the college-wide planning process. One of the ongoing components of Enrollment Management Steering Committee meetings will be inclusion of Unit Planning needs on each meeting agenda. Budget Adoption: Student enrollments greatly influence both college revenue and expenditures. The balance of enrollment associated revenue and expense is a central concept related to enrollment management. While student enrollment tends to increase revenue, they also tend to increase associated expenses. One fundamental goal for enrollment management is to maximize revenue, while minimizing the expense in attaining the specified goal. It is critical for Columbia College to keep its Mission in mind when balancing the revenue and expenses associated with enrollment management. A college whose primary function is to maximize revenue will operate very differently from one that is focused on student success. The philosophy of enrollment management at a college must embrace and support the college mission. Resource Allocation: Resource Allocation at Columbia College is Mission focused, and all Unit Plan projects are specifically tied to College Goals. To this end, resource allocation to strategically identified projects and activities should have measurable impact on student success and enrollment. As a result, well managed student enrollments will provide additional resources to meet the student s needs at the college. Page 6 of 37

7 (A) OPERATIONAL COMPONENTS The purpose of this section is to promote and capture meaningful college-wide dialogue that is focused on all aspects relating to enrollment management. This component is dedicated to ensuring that the college does not lose site of the broad range of efforts required to maintain successful student enrollments. Specifically this section is purposeful in connecting the dialogue with the strategic planning processes through the Columbia College Unit Plan Page 7 of 37

8 Component 1: INTEGRATED COLLEGE PLANNING Standard 1 Columbia College will maintain an Educational Mater Plan that clearly identifies long-term student enrollment targets for the entire college, as well as those for college programs. 2 Columbia College will use the Program Review process to monitor and analyze enrollment trends and how these trends affect the needs of each program. 3 Columbia College will use Program Review enrollment data to validate project requests that are entered into each program s annual Unit Plan. 4 Columbia College will allocate resources in a manner that reflects and supports programmatic needs identified in the annual Unit Plan. Component 1 addresses overall planning, analysis and management of growth and defines the primary connections between enrollment management and the college planning processes. This is where the Educational Master Plan, Unit Plan and program review interface with the Enrollment Management Plan. Planning Activities to be Added to Unit Plan Project or Activity for Unit Plan Responsible Staff Page 8 of 37

9 Component 2: COLLEGE BUDGET Standard 1 Columbia College, when the budget allows, will align its annual student enrollment targets with the philosophy and long-term goals identified in the Educational Master Plan. 2 Columbia College will identify fiscal resources to support classroom instruction on an annual basis. This commitment will be made at the start of each fiscal year. Instructional administrators will ensure that course offerings do not exceed the available funds 3 Columbia College will utilize faculty salaries, categorical funding and the Part-time/Overload Budget in a coordinated fashion to best meet the immediate needs of students. Component 2 focuses on the connections between budget and planning with regard to enrollment management. This component addresses the balance between the revenue generated by enrollment, and the expenditures needed to fund the total cost of part-time and full-time faculty, as well as associated operating costs for the college. A critical component in this module is a planned balance between the number of students the college enrolls, and available resources required for effective support. One of the primary focuses of this component is the management of the Part Time Overload (PTOL) Budget. The primary source of district funding (revenue) comes from a measure of Full Time Equivalent Students (FTES) that are enrolled and reported to the State each year. In general, increases in FTES are accompanied by increased revenue; this relationship, however, is not directly proportional. Therefore, great care must be taken when estimating the revenue that will be produced as enrollments increase. Annual Part-time and Overload expenses will be estimated using Part-time and Overload (PTOL) Total Student Contact Hours (TSCH), multiplied by the appropriate average hourly pay. Project or Activity for Unit Plan Responsible Staff Page 9 of 37

10 Component 3: STAFFING Standard 1 Columbia College programs will use Program Review to monitor and analyze staffing levels and how they relate to current and planned student enrollments 2 Columbia College programs will utilize the annual Unit Planning process to report staffing needs and incorporate those requests into the integrated college planning process. 3 Columbia College hiring prioritizations for certificated and classified positions will include criteria that reflect current and future student demand. Component 3 focuses on the staffing support required to meet the needs of Columbia College students. As the number of students increases, there is generally a parallel increase in the need for more staff. Increases to the student population will at some point require additional instructional staff, learning support staff, as well as staffing in Institutional Operations. It is critical that enrollment growth does not outpace the addition of staff; this requires careful planning and monitoring as enrollments can change dramatically from semester to semester and staffing increases generally require planning that may exceed a year or more. This emphasizes the importance of the coordinated planning between enrollment management and staffing. The Educational Master Plan needs to be the primary guiding force that outlines the planned growth for programs and enrollment at the college. Knowing the pace of planned growth, as well as the programs targeted for growth, is critical information when it comes to the hiring of classified and certificated staff. Program Review information needs to include the relative effectiveness of each area with regard to meeting student needs; areas already struggling to meet student needs are not likely to perform at expected levels if staffing outpaces student growth. Project or Activity for Unit Plan Responsible Staff Page 10 of 37

11 Component 4: ACADEMIC COURSE SCHEDULING Standard 1 Columbia College will focus on the needs of students as its highest priority when developing course schedules. 2 Columbia College will use Program Review data to analyze and evaluate the effectiveness of course offering times, patterns and locations. This information will be utilized to assist academic course scheduling. 3 Columbia College will prepare and present a proposed listing of courses to be offered for the next two years in each College Catalog. The purpose of this document will be to assist students in planning their schedules 4 Columbia College will strive to obtain as much feedback as possible from instructors and counselors during the development of each terms schedule of classes 5 Columbia College will produce class schedules that give students relevant information needed to effectively meet the needs identified in their Student Educational Plans Component 4 focuses directly on the course scheduling process and looks for efficiency in class scheduling practices by working with strategies to better accommodate student needs, scheduling efficiency and productivity. This includes enrollment scheduling analysis software (Class Tracks), enrollment scheduling software and is informed by data from Program Review. Project or Activity for Unit Plan Responsible Staff Page 11 of 37

12 Component 5: STUDENT SUCCESS (ACADEMIC WELLNESS) Standard 1 Columbia College will explore and support student success and retention activities as a viable approach to maintaining and increasing semester to semester student enrollments. 2 Columbia College will explore and support student success and retention activities as a viable approach to decreasing the number of students that drop classes within the first 3 weeks 3 Columbia College will work with the AWE steering committee to integrate its planning activities with college-wide initiatives to support student success. Component 5 indentifies critical connections between enrollment management and Columbia College s Academic Wellness Educators (AWE) Plan. The AWE Plan integrates both instructional and student service activities and initiatives to strengthen student success, support and retention. The primary focus of this component is to increase student enrollment through their successful course completion and retention. The AWE committee focuses on supporting the development of essential student skills across the entire range of instructional areas at the college. Conscience efforts will be made to connect Columbia College s Enrollment Management Plan with the five core planning components of the AWE plan. Those components are 1) Staff Development, 2) Instructional Practices, 3) Student Support, 4) Institutional Support and 5) Visibility. Project or Activity for Unit Plan Responsible Staff Page 12 of 37

13 Component 6: FACILITIES AND INFRASTRUCTURE PLANNING Standard 1 Columbia College will monitor and optimize its facilities usage to maximize State space allocation formulas 2 Columbia College will work cooperatively between divisions and disciplines to assign instructional rooms in a manner that best serves its students 3 Columbia College will actively focus on the management and equitable support of instructional facilities and furnishings, regardless of their location 4 Columbia College will actively focus on the management and equitable support of instructional technology, regardless of instructional site or campus location. Component 6 relates to how facilities planning, room utilization and associated furnishings can be used to optimize successful student enrollments and maximize effective, safe, instructional space. This component is also a critical interface with other planning components for the college, in particular, the Facilities Master Plan, the Campus Master Plan and the Technology Master Plan. Project or Activity for Unit Plan Responsible Staff Page 13 of 37

14 Component 7: MATRICULATION Standard 1 Columbia College will support Admissions activities to better serve and accommodate students and perspective students. 2 Columbia College will support Orientation activities to better serve and accommodate students and perspective students. 3 Columbia College will support Assessment activities to better serve and accommodate students and perspective students. 4 Columbia College will support Counseling, Advising and Referral activities to better serve, accommodate and retain students. 5 Columbia College will support Student Follow-up & Early Alert activities to better serve, accommodate, and retain students. 6 Columbia College will support Coordination and Training activities to appropriately prepare staff to assist and retain students. 7 Columbia College will support Research and Evaluation activities to better serve, accommodate and retain students. 8 Columbia College will develop, review and support Policies and Procedures that will better serve, accommodate and retain students. Component 7 is based on the California Community College Matriculation Standards, and focuses on learning support, progression through the college system and retention by addressing each of 8 matriculation standards and associated activities and support that guide students through the matriculation processes. This component addresses strategies to streamline Assessment; Orientation; Advising; Counseling, Advising and Referral; Student Follow-up; Coordination and Training; Research and Evaluation; and Academic Policies and Procedures. Each of these standards identifies focal points which can help to reduce student attrition, and improve retention for our existing students. The Columbia College Matriculation Plan is the primary resource for this component. Project or Activity for Unit Plan Responsible Staff Page 14 of 37

15 Component 8: OUTREACH, MARKETING AND FINANCIAL AID Standard 1 Columbia College will support Student Outreach activities to attract a broad range of students 2 Columbia College will support Financial Aid Outreach activities to attract, retain and support a broad range of students. 3 Columbia College will purposefully coordinate outreach, marketing and financial aid resources with expected surges or declines in resources needed to successfully support our students. Component 8 considers outreach and marketing aspects of enrollment management. This would include both on campus and off-campus student outreach, as well as outreach to special populations and outreach for student financial aid. It is critical that the college purposefully coordinates outreach, marketing and financial aid planning with respective surges and declines in enrollment. Increased activities in the areas of student recruitment and marketing are likely to generate ill will with perspective students if there are no classes, instructors, support services or financial aid available for our students. Project or Activity for Unit Plan Responsible Staff Page 15 of 37

16 (B) STANDARD OPERATING PROCEDURES This section is dedicated to improving the visibility of processes and practices employed by Columbia College. As a small rural college, it is critical to reveal and share how enrollment management strategies and procedures may differ from traditional practices employed at larger institutions. The viability of effective enrollment management at Columbia College is predicated on sustaining and improving these practices. Page 16 of 37

17 1) Minimum Section Enrollments Criteria for Minimum Course Enrollment Priority Criteria A Required for Degree/Certificate Infrequently offered with single offering B Required for Degree/Certificate Offered every Semester C Required for Degree/Certificate Offered every Semester with Multiple Offerings D Not required for Degree/Certificate Has Community commitment E Not required for Degree/Certificate Scenario 0 ENROLLMENT MINIMUMS Scenario 1 Scenario 2 Scenario Note: Every effort should be made to maintain the rotation of courses at outreach sites (Oakdale/Calaveras) Agency / ISA courses are reimbursed per student so enrollments are a non-issue. Priorities above will include the following: Priority A: Required for degree or certificate and offered once every 2 years Outreach classes (Oakdale and Calaveras) Special classes as requested via President (EDC) Priority B: Required for degree or certificate and offered once every semester or once a year Priority C: Required for degree or certificate and offered once every semester or once a year and scheduled that semester per 4 semester plan in catalog. Priority D: Not required for degree or certificate and offered once per semester Exceptions: (Exceptions need to be submitted to the VPSL by the appropriate Dean) Course cancellation criteria may be reconsidered if it would result in loss of a full annual load New courses/offerings may apply for an exception via the division dean As always, this is a work in progress please inquire if there is a need Page 17 of 37

18 (C) ENROLLMENT PRODUCTIVITY INIDCATORS This section is dedicated to developing, evaluating and improving a diverse range of enrollment productivity indicators that will reflect and support the needs of our students. Specifically, this component purposefully invites the exploration and evaluation of productivity indicators that support the Vision, Mission and Core Values of Columbia College. This section will remain purposeful in focusing and evaluating enrollment management indicators that go beyond fiscal efficiency, and seek to identify measures that assess student learning and success. Page 18 of 37

19 1) Productivity Ratios The productivity ratios below are utilized in estimating current and future FTES production prior to student enrollments. Total Student Contact Hours (TSCH) are entered into the MIS System (Datatel) far in advance of any student enrollments. By multiplying the TSCH by ratios below, reliable estimates of FTES production can be made long before students actually enroll in classes. It is critical to have reliable FTES production estimates and relative cost long before students begin to enroll in classes. This allows the increase or decrease of sections (to make target) far in advance of student registrations. It is important to note that these ratios are only valuable as predictive tools they are not effective to determine the cost effectiveness of instruction. Page 19 of 37

20 (D) ENROLLMENT AND GROWTH ESTIMATES This section is dedicated to maintaining a focus on accessible comprehensive data that will facilitate the effective long-range estimation of the cost, effectiveness and fiscal viability of the enrollment management practices of Columbia College Page 20 of 37

21 1) Annual FTES Projections and Tracking The tables below represent FTES production for the past ( ) and current ( academic years. Four different terms are tracked; two primary terms (fall and spring), and both summer and early summer as well. The table representing the current academic year starts out with FTES estimates that are generated using FTES productivity ratios presented in the previous section (C1) of this document. As student enrollments begin producing FTES, they are subtracted from the value estimated for a given semester. Example: the spring 2010 semester is currently estimated to generate FTES. The estimate of remains constant throughout the semester, but as of there are still estimated FTES that have not yet been realized. This chart also identifies the distinction between growth over the previous year s FTES production, and growth beyond the level funded by the State (also referred to as the Cap ). The estimates below currently show predictive growth that will likely exceed last year s FTES production by 6.00%. An increase of 6.00% over last year s FTES production would result in 13.07% growth beyond a funded base of 2292 FTES. Page 21 of 37

22 If the decision is made to exceed the currently funded level of apportioned FTES, it is prudent to utilized mechanisms to drop the hourly cost of instruction. This allows a constant (or diminished) level of funding to support increased FTES production. There are a variety of ways to increase cost related productivity; the most significant being to replace full-time faculty paid hours with part-time or overload hours. Experienced faculty can have an hourly cost of over $240/hr; compared to $65/hr for adjunct. Page 22 of 37

23 2) Comprehensive Enrollment Tracking and Estimates (by Semester) The series of charts below show data that is compiled for each semester. Data tracked in this charts includes; FTES, student enrollments, TSCH (Total Student Contact Hours), sections, units and positive attendance hours. Relying on any one variable to provide an estimated level of FTES production is risky, and most of the variables do not exist until student enrollments have begun. Total Student Contact Hours (TSCH), Units, and Sections all are loaded into the MIS system long before students enroll, and therefore, are more useful as predictors for potential FTES production. Each of these variables possesses different characteristics: Sections: Course sections have highly variable enrollments (from zero to hundreds of students); more importantly, a section might be anywhere from 9hrs of instruction, to literally hundreds of hours. Sections also are not exceptional cost predictors because the cost of each section is also highly variable. At a small rural college, such as Columbia College, 30% or more sections are volunteered (no cost of instruction) each semester sections might also be instructed by part-time or overload instructors (about $65/hr) or contract faculty at a cost that may exceed $240/hr. Units: Units are somewhat more reliable as predictive measures, as they reflect (to some degree) the hours that are instructed for credit courses. Units supply more information about the total number of instructed hours, but only for credit courses. Non-credit courses carry no unit value and would not be captured by tracking units. TSCH: Total Student Contact Hours take all instructed hours into consideration, and therefore, supply more detailed information relating to how much instruction (and potential FTES production) is likely to occur for any given semester. Tracking FTES production that is relative to TSCH (FTES/TSCH) can provide reliable predictors for FTES production. Each college needs to research and identify ratios that are appropriate for different semesters (fall, spring, summer), and in different economic climates. This is the primary FTES predictor utilized at Columbia College, and also has the benefit of being a reliable cost predictor if accurate hourly costs of instruction can be obtained. A single class section is often taught at different rates of pay (mixtures of full-time contract pay and overload); TSCH can be categorized independently of the constraints of a section to provide accurate cost estimates far in advance of any student enrollments. The following charts are current examples of how FTES/TSCH ratios can be applied to estimate FTES production. Page 23 of 37

24 Regular Summer Tracking and Estimates Predicted FTES, shown in bold blue above, are calculated by adding a series of estimates for Daily and Weekly FTES (DW FTES), Positive Attendance FTES (POS FTES) and Computer Lab FTES (POS LAB). Each category uses its own FTES/TSCH ratio, and each ratio is dependent on the economic climate. Using current ratios (which are based on a very productive economic climate), would greatly overestimate FTES production if applied to previous years. It is important to note that it is very beneficial to consider historic productivity trends when choosing your predictive ratios. The above chart shows a predicted value of FTES for the summer of 2009, and an actual FTES generation of Page 24 of 37

25 Fall Tracking and Estimates The chat above for fall semester tracking shows an example of extremely high productivity. This is a different type of productivity, in that it is not associated with reducing the hourly cost of instruction in this case it is demonstrated that even the highest productivity ratios over the past years results in an underestimation of FTES production. Note that the fall of 2009 had a predicted value of FTES, but actually produced FTES. As new peak levels of production are identified, the ratios associated with those peak levels can be applied as appropriate. Explosive FTES production can be achieved through the combination of drastically reduced hourly cost ($65/hr vs. $241/hr), and significant increases to the FTES/TSCH. Such a combination occurred in the academic year. Each enrollment term has seen significant reduction in TSCH (which is a direct reduction of cost), combined with significant increases in FTES/TSCH. This is then compounded by reducing the hourly cost of instruction. Page 25 of 37

26 Spring Tracking and Estimates While the spring 2010 semester is not yet complete, this chart shows what happens if very productive FTES/TSCH ratios are applied to less productive semesters. Note the significant difference between the predicted FTES production for each of the previous spring semesters. This results in rather significant over-estimation of FTES Page 26 of 37

27 (E) ENROLLMENT MANAGEMENT REPORTS This section is designed to improve, track and promote the college-wide discussion and analysis of enrollment trends. Page 27 of 37

28 ENROLLMENT UPDATE COLUMBIA COLLEGE (Report for ) Fall Semester Executive Summary This report summarizes current FTES reporting for the fall semester. FTES for the first day of instruction were 13.5% above the production demonstrated for the fall of It is expected that FTES generation will exceed that of fall 2008 due to unusually high demand that is driven by a declining economy. There was a peak in percentage change at census, showing a 21.8% increase over census day for fall The fall semester ended up 14.3% above that for fall Enrollment strategy for Columbia College is to attain maximum growth in fall semesters, and to pull back if necessary in spring and early summer. Total Student Contact Hours (TSCH), which represent the cost of instruction, were down 11.62% and 4.9% respectively for summer and fall As TSCH decreases, so does the total cost of instruction. The primary decrease in TSCH was in full-time faculty salaries, which are well over $200/hr. Reductions in part-time instruction are not greatly effective, as they run around $60/hr. All charts show growth relative to actual FTES and TSCH values attained for last fall. Page 28 of 37

29 1,300 1,200 FTES Trends Fall 2008 and 2009 Figure 1 1,100 1, st Day Census Week 10 Week 16 Final Fall 2009 Fall 2008 Figure 1) This chart represents a comparison of FTES trends for fall 2008 and fall The first day of instruction showed a 13.5% increase in FTES over the first day for fall of After peaking at census, the FTES increase rate paralleled that shown for the fall of Final FTES production for fall 2009 exceeded the previous year by 14.3%. 1,300 FTES Trends Fall 2004 and 2009 Figure 2 1,200 1,100 1, st Day Census Week 10 Week 16 Final Fall 2009 Fall 2004 Figure 2) This line graph represents a comparison of FTES trends for fall 2009 and fall Fall 2004 data served as a reference point for YCCD in recent years, as it used to demonstrate the strongest FTES production over recent years; that is no longer the case, as the current academic year now marks a high point in FTES generation for Columbia College. Page 29 of 37

30 Percent Change Over Time Fall 2009 Figure % 21.8% 20.0% 15.0% 13.5% 16.2% 14.1% 14.3% 10.0% 5.0% 0.0% 1st Day Census Week 10 Week 16 Final Fall 2009 Figure 3) This bar chart shows the percent FTES change throughout the fall 2009 semester. Values shown are compared to last fall at the same time points. This figure shows that Columbia College generated 14.3% more FTES this fall when compared to last fall Annual Cumulative FTES Figure Su Fa Sp Esu Figure 4) This bar graph shows the Annual Cumulative FTES for a given academic year. The figure shows the relative change for each semester when compared to previous academic years. The current year is shown in red. Please note that while TSCH decreased for each semester, FTES showed relative increases. Page 30 of 37

31 45.0% 40.0% 35.0% 30.0% 25.0% 20.0% 15.0% 10.0% 5.0% 0.0% Annual Percent Change in FTES 12.4% 14.3% 6.4% Su Fa Sp Esu Figure Figure 5) This chart shows the percentage change in FTES generation for each semester of the academic year. The value shown for spring 2010 is an estimate, as the semester is not yet complete Annual Cumulative TSCH Figure Su Fa Sp Esu Figure 6) This chart shows a comparison of cumulative Total Student Contact Hours (TSCH) for the four terms of each academic year. TSCH is relevant in that it is proportional to the cost of instruction. As TSCH decreases, so do the expenses related to instruction. The majority of TSCH reduction was in full-time faculty instruction, which can be as high as $240/hr; part-time instruction has an average cost around $60/hr. Page 31 of 37

32 0.00% -2.00% -4.00% -6.00% -8.00% % Annual Percent Change in TSCH -4.90% -8.98% Figure % % % Su Fa Sp Esu Figure 7) This chart shows the annual percentage change for Total Student Contact Hours (TSCH) for each semester. TSCH is relevant in that it is proportional to the cost of instruction. As TSCH decreases, so do instruction related expenses. Page 32 of 37

33 ENROLLMENT UPDATE COLUMBIA COLLEGE (Report for ) Spring Semester Executive Summary This report summarizes current FTES reporting for the spring semester. FTES for the first day of instruction were 13.8% above the production demonstrated for the spring of It is expected that FTES generation will exceed that of spring 2009 due to unusually high demand that continues to be driven by a declining economy. There was a peak in percentage FTES change on the first day of classes, showing a 13.8% increase the same day for spring The spring 2010 semester is currently predicted to end up about 6.4% above that for spring Enrollment strategy for Columbia College is to attain maximum growth in fall semesters, and to pull back if necessary in spring and early summer. Total Student Contact Hours (TSCH), which represents the cost of instruction, was down by 8.98% for the spring of As TSCH decreases, so does the total cost of instruction. The primary decrease in TSCH has been in full-time faculty salaries, which are well over $200/hr. Reductions in part-time instruction are not greatly effective, as they run around $60/hr. There was an additional $50,000 cut to part-time and overload instruction for the spring 2010 semester. All charts show growth relative to actual FTES and TSCH values attained for last spring. Page 33 of 37

34 FTES Trends Spring Figure 1a 1,300 1,200 1,100 1, st Day Census Week 10 Week 16 Final Spring 2010 Spring 2009 Figure 1) This chart represents a comparison of FTES trends for spring 2010 and spring The first day of instruction showed a 13.8% increase in FTES over the first day for spring After a slight decline in growth at census, the FTES increase rate paralleled that shown for the spring Final FTES production for spring 2010 is currently predicted to exceed the previous year by 6.4%. FTES Trends Spring Figure 2a 1,300 1,200 1,100 1, st Day Census Week 10 Week 16 Final Spring 2010 Spring 2005 Figure 2) This line graph represents a comparison of FTES trends for spring 2010 and spring Spring 2005 data as served as a reference point for YCCD in recent years, as it demonstrated the strongest FTES production over the past 5 years. Page 34 of 37

35 Percent Change Over Time Spring 2010 Figure 3a 25.0% 20.0% 15.0% 10.0% 5.0% 13.8% 11.1% 11.0% 6.4% 0.0% 1st Day Census Week 10 Week 16 Final Spring 2010 Figure 3) This bar chart shows the percent FTES change throughout the spring 2010 semester. Values shown are compared to last fall at the same time points. This figure shows that Columbia College is likely to generate about 6.4% more FTES this spring when compared to last spring Annual Cumulative FTES Figure Su Fa Sp Esu Figure 4) This bar graph shows the Annual Cumulative FTES for a given academic year. The figure shows the relative change for each semester when compared to previous academic years. The current year is shown in red. Please note that while TSCH decreased for each semester, FTES showed relative increases. Page 35 of 37

36 Annual Percent Change in FTES Figure % 40.0% 35.0% 30.0% 25.0% 20.0% 15.0% 12.4% 14.3% 10.0% 5.0% 6.4% 0.0% Su Fa Sp Esu Figure 5) This chart shows the percentage change in FTES generation for each semester of the academic year. The value shown for spring 2010 is an estimate, as the semester is not yet complete. Annual Cumulative TSCH Figure Su Fa Sp Esu Figure 6) This chart shows a comparison of cumulative Total Student Contact Hours (TSCH) for the four terms of each academic year. TSCH is relevant in that it is proportional to the cost of instruction. As TSCH decreases, so do the expenses related to instruction. The majority of TSCH reduction was in full-time faculty instruction, which can be as high as $240/hr; part-time instruction has an average cost around $60/hr. Part of the additional decrease in TSCH for spring 2010 is from additional pull back $50,000 of part time instruction for that semester. Page 36 of 37

37 0.00% -2.00% -4.00% -6.00% -8.00% % Annual Percent Change in TSCH -4.90% -8.98% Figure % % % Su Fa Sp Esu Figure 7) This chart shows the annual percentage change for Total Student Contact Hours (TSCH) for each semester. TSCH is relevant in that it is proportional to the cost of instruction. As TSCH decreases, so do instruction related expenses. Page 37 of 37