randal lawson executive vice president, santa monica college past president, california community...

Randal LawsonExecutive Vice President, Santa Monica

CollegePast President, California Community Colleges Chief Instructional Officers

OVERVIEW

What is enrollment management and who should be involved?

The Schedule of Classes—Planning and Mechanics

Academic CalendarMarketing and Enrollment ServicesStudent Retention/PersistenceReporting and ComplianceCurrent “Hot” Statewide TopicsGroup Consideration of Various Scenarios/Issues

WHAT IS ENROLLMENT MANAGEMENT?

It is not… Just a quick fix to your current enrollment

problems Just an enhanced admission or marketing

operation Just an explanation for enrollment-related

decisions (class cancellations, etc.) Just a planning document that “sits on a shelf”

WHAT IS ENROLLMENT MANAGEMENT?It is…

An institutional commitment and an integral part of strategic planning

A clear articulation of institutional enrollment goals (well beyond sheer numbers)

A plan that aligns services and resources under the umbrella of a larger vision

A data-driven strategyA living plan that is constantly changing as

institutional needs change

WHO SHOULD BE INVOLVED?At the institutional planning and implementation

levels—EVERYONE:Must be a shared vision with acceptance of clearly

articulated goalsAcceptance of well defined responsibilities for all

members of the college community Integral part of participatory governance planning

processes, but… Need to “avoid the trap” of allowing individual

operational/implementation decisions to become subject to “management by committee”

WHO SHOULD BE INVOLVED?At the operational planning level—Key Administrators and their Management Teams:

Chief Instructional OfficerChief Student Services OfficerChief Business OfficerChief Information Services OfficerInstitutional ResearcherMarketing/Public Information Administrators

WHAT INFORMATION IS NEEDED?Reliable historical enrollment, course offering,

and budget dataUseful “what if” projection tools based upon

these historical dataAbility to actively monitor progress so that

timely adjustments can be made Identification of key performance indicators Identification of benchmarks

SCHEDULE OF CLASSES

Focus of Academic and Fiscal PlanningCentral to community college missionPrimary source of both institutional

revenue and expendituresMust balance consideration of academic

needs and fiscal realities

SCHEDULE PLANNING—FISCAL CONSIDERATIONSSize of the schedule:

To grow or not to grow… Is growth funded? How much growth can you afford?

Costs of additional faculty and staff Impact of other projected expenditures

What is the capacity for growth? Facilities/Budget for Distance Education

Support Adequate numbers of faculty in targeted areas Adequate student support services

SCHEDULE PLANNING—FISCAL CONSIDERATIONSSize of the schedule:

Is a reduction necessary? Is there a choice? Can better

efficiency/productivity address the problem? Can have unintended long-term impact

Example—Significant community college system enrollment decline following 2002-2004 budget constraints

Sometimes, there is just no choice… Need to carefully consider contractual

obligations

SCHEDULE PLANNING—FISCAL CONSIDERATIONS

Balance between Academic/Fiscal PerspectivesCIO and CBO must learn to understand and

respect each other’s “worlds.”Disturbing this balance can have unintended

long-term consequences.

SCHEDULE PLANNING—MEETING STUDENT NEEDSEstablish culture of basing recommendations and

decisions on information rather than institutional “myths”

Importance of good historical information regarding student demand patterns, such as:History of course offering size and distributionHistory of individual course offering

experience/trends: Courses with Largest Enrollments High Enrollment/Demand Courses Low Enrollment/Demand Courses Course cancellations/additions during previous

registration periods Course Fill Rates

SCHEDULE PLANNING—MEETING STUDENT NEEDS

Provide effective “friendly” formatting of such information to all involved in the scheduling process

Allocate specific numbers of weekly faculty assigned hours (preferable to numbers of sections) to divisions/departments

Establish and enforce specific class time patterns

Maintain appropriate balance among time patterns and days of offering


Allocate classrooms to divisions/departments Class size/room capacity match Avoid culture of departmental “control” (priority

rather than entitlement; establish point in time where classrooms revert to general use)

Monitor facilities use data and adjust the offering accordingly

Consider online vs. “on ground” distribution of course sections


Faculty Assignment and Load—Legal and Contractual issuesFull-Time Faculty:

Contract Load Overload Assignment Preference Provisions Banking of Contract Load

SCHEDULE PLANNING—MEETING STUDENT NEEDSFaculty Assignment and Load—Legal and

Contractual issuesPart-Time Faculty:

67% Law (formerly 60% Law) Contractual Re-employment Provisions

Class Size—Minimum and MaximumOften some conflict between effective

scheduling and contractual obligationsNeed for district instructional “voice” in

collective bargaining


Constantly monitor throughout the schedule building process relationship between recommendations and the planned allocation

Maintain constant communication with participants about recommendation/plan relationship

Without strong intervention—schedules tend to “roll over” from semester to semester

SCHEDULE PLANNING—MEETING STUDENT NEEDSDaily active monitoring of the schedule during

registration periodsEvaluate match between actual student

enrollment and the course offeringsMake necessary scheduling adjustments in a

timely mannerConstant communication/interaction among

Instruction, Counseling, and Enrollment ServicesEvaluate effectiveness of each schedule, learn

from your successes and mistakes, and use for next schedule

SCHEDULING MECHANICSDefinitions…

Daily Contact Hours (DCH):Meeting time per day

Daily Student Contact Hours (DSCH):Daily Contact Hours × Number of Students

Weekly Contact Hours (WCH):Daily Contact Hours × Class Meeting Days

Weekly Student Contact Hours (WSCH):Weekly Contact Hours × Number of

Students

SCHEDULING MECHANICS

The 50-Minute HourCCC “Alternative Math” for calculating contact

hoursBasic Concept—That each clock hour consists

of 50 minutes of instruction and 10 minutes of passing time (between classes) or break time (within multi-hour classes)

SCHEDULING MECHANICSThe 50-Minute Hour

Multi-Hour Class Example (7:00 p.m. to 10:00 p.m.) 150 minutes of instruction; 30 minutes of

break/passing time When classes extend beyond the hour by a

fractional amount Beginning with 0.3 hours— representing 5 minutes

beyond the hour—contact hours increased by 0.1 for each 5-minute increment

Crucial calculation for compressed calendar meeting times and intersession/short-term class meeting time

SCHEDULING MECHANICS—50-MINUTE HOUR

Meeting Time DCH 50 minutes 1.0 55 minutes 1.0 60 minutes 1.0 65 minutes 1.3 70 minutes 1.4 75 minutes 1.5 80 minutes 1.6 85 minutes 1.7 90 minutes 1.8 95 minutes 1.9 100 minutes 1.9 105 minutes 1.9 110 minutes 2.0 115 minutes 2.0 120 minutes 2.0

SCHEDULING MECHANICS—50-MINUTE HOUR

SCHEDULING MECHANICSMore Definitions…

Census—a reporting “snapshot in time” at approximately the 20% point of a course

Weekly Census—attendance reporting type for course sections that are regularly scheduled for the full semester

Daily Census—Attendance reporting type for course sections that meet on a regular basis for at least five days, but meet for less than the full semester Most intersession course sections Short-Term course offerings within a regular semester

SCHEDULING MECHANICSAnd Still More Definitions…

Positive Attendance—Attendance reporting type based upon actual student attendance for the course section All Noncredit Courses Irregularly Scheduled and Open Entry/Open Exit Courses

Alternative Attendance Accounting Method Includes Independent Study/Work Experience—

Attendance reporting type based upon units rather than contact hours Non-Classroom Based Instruction Also includes most online instruction

Also includes WSCH-based FTES calculation for lab hours (Online Labs, TBA Hours)

SCHEDULING MECHANICS 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

Full-Time Equivalent Student (FTES)—the equivalent of one student enrolled 15 hours per week for two 17.5-week semesters

Both enrollment measure and funding “currency” Calculation understanding essential for enrollment

management 15 Hours × 35 Weeks = “Magic Number” of 525

FTES—CENSUS WEEKLY FORMULA

Full Term—Calculated at Census (20% of Term Length)

FTES—CENSUS WEEKLY EXAMPLE

Class of 30 students meeting 75 minutes per day twice a week (equals 3.0 WCH) for 17.5 weeks (Standard Term Length Multiplier):

FTES—CENSUS DAILY FORMULALess Than Full Term—Calculated at Census (20% of Class Meetings)

FTES—CENSUS DAILY EXAMPLEClass of 30 students meeting 90 minutes per day (1.8 DCH) with 29 class meetings (6 weeks, 5 days per week, 1 holiday):

FTES—POSITIVE ATTENDANCE FORMULA

FTES—POSITIVE ATTENDANCE EXAMPLE

Class of 30 students meeting a total of 3 hours per week (3.0 WCH) for 17.5 weeks), with reported attendance hours at 90% of “Perfect Attendance:”

FTES—INDEPENDENT STUDY FORMULA

FTES—INDEPENDENT STUDY EXAMPLE

3-Unit Class with 30 Students Meeting for 17.5 weeks (Standard Term Length Multiplier):

FTES—Alternative Attendance Accounting Method Formula

Full Term—Calculated at Census (20% of Term Length)

FTES—Alternative Attendance Accounting Method Example

Class of 30 online lab students meeting 3 hours per week (equals 3.0 WCH) for 17.5 weeks (Standard Term Length Multiplier):

EFFICIENCY/PRODUCTIVITY MEASURESWSCH per FTEF (Weekly Student

Contact Hours per Full-Time Equivalent Faculty)Basically a Measure of Average Class Size

“Acceptable” Goal—Average Class Size of 35 For Traditional Calendar = 525 WSCH/FTEF For Compressed Calendars = 560

WSCH/FTEF or 595 WSCH/FTEF (Depending upon Term Length Multiplier

and Actual Weekly Faculty Contact Hours)

EFFICIENCY/PRODUCTIVITY MEASURES (CONT.)WSCH per FTEF (cont.)

Different FTEF Calculations according to what is being measured Include only “in classroom” time—

measure of class size efficiency Include all compensated time (include

release/reassigned time) of teaching faculty—measure of instructional budget efficiency

Most useful as internal measure over time

EFFICIENCY/PRODUCTIVITY MEASURES (CONT.)FTES per FTEF (Full-Time Equivalent

Students per Full-Time Equivalent Faculty)Comparative Annual Faculty Assigned Hour

Use by Department/DisciplineComparison of Faculty Assigned Hours and

FTESFill rates; Percentage of available “seats”Classroom Utilization StudiesKnow your “break even” point in terms of

FTES revenue vs. direct instructional costs

ACADEMIC CALENDAR

Focus on recent Addendum to the Student Attendance Accounting Manual (SAAM)—Rules Applicable to All Academic Calendars (Traditional, Compressed, and Quarter System)

Why does “knowing the rules” matter?Why compress the academic calendar?History of the Compressed CalendarRegulation of Compressed Calendar/Block

Scheduling PracticesThe True Motivation in Starting the Compressed

Calendar “Movement”

WHY DOES “KNOWING THE RULES” MATTER?

To stay out of troubleTo keep the System out of trouble (avoiding

another concurrent enrollment debacle)To inform innovations to promote student

achievement Need to know the rules in order to understand what

is permissible Sometimes need to know the rules in order to

understand what might need to be changed

COMPRESSED CALENDAR—WHY?Educationally Beneficial

Studies showing improved student success through shorter-term classes

Allows for calendar that resembles those of four-year institutions

Facilitates mid-year transfers for community college students

Slight Financial BenefitFTES “Bump” through use of 18-week semester

base and “rounding up” to avoid FTES lossAllows for Additional Intersession

COMPRESSED CALENDAR—HISTORY1991—Santa Monica College “Experiment”1996—Title 5, § 58120 Revision

Redefined Day of Instruction—instruction must be offered for a minimum of three hours during the period of 7 a.m. and 11 p.m.

Made Compressed Calendar possible for all community colleges

1998—Compressed Calendar (essentially identical to SMC calendar) adopted by Cabrillo College

2000—Pierce College Compressed Calendar Model Eventually adopted by all nine Los Angeles Community

Colleges

COMPRESSED CALENDAR—HISTORY (CONT.)2001-2005—Proliferation of compressed

calendar approvals statewide Inconsistent PracticesPerceived Abuses (related to FTES Reporting)

Chancellor’s Office Staffing ChangesResulted in increased scrutiny in the calendar

application approval processDetailed Staff Review of Course SchedulesEstablished “hold” on new calendar approvals

pending resolution of issues

COMPRESSED CALENDAR—THE CONCEPT PAPEROctober 2005—CCCCIO Fall Conference

CIOs concerned that new calendar applications were “in limbo”

Established Subcommittee (Lawson, Nixon) to work with Chancellor’s Office Staff to seek resolution

November 2005-March 2006—Meetings result in Compressed Calendar Concept Paper

March 2006—Concept Paper Presented at Joint CIO/CSSO Spring Conference

Concept Paper—became the standard for Chancellor’s Office calendar approval process

COMPRESSED CALENDAR—THE CONCEPT PAPER (CONT.) 2006-2008—Growing Concern over Perceived Abuses in

Existing Calendars Threaten the Viability of Compressed Calendars

Spring 2008—Formation of ad hoc Consultation workgroup (CIOs, Academic Senate, Chancellor’s Office Staff) Converted Concept Paper (with expanded scheduling

examples) into Addendum to Student Attendance Accounting Manual

August 2008—SAAM Addendum Supported by Consultation Council

September 2008—SAAM Addendum Distributed to the Field

CALENDAR ISSUES AND GUIDELINESImportant to note that issues are not limited

to compressed calendars and that guidelines apply to all calendars

Passing Time Issue—Colleges including passing time within

schedule time patterns and therefore no passing time indicated between classes

Guideline— The start and end of each class meeting must be explicitly stated in every published schedule of classes and addenda.

CALENDAR ISSUES AND GUIDELINES (CONT.) Block Scheduling

Issues Classes Scheduled in 61-minute blocks (8:00 a.m. to 9:01 a.m. MWF) “Over—scheduling” of classes through misunderstanding or

misapplication of contact hour principles (1.5 DCH scheduled as 8:00 a.m. to 9:30 a.m. instead of the correct 8:00 a.m. to 9:15 a.m.)

Guidelines Individual class schedules must be based on five-minute

increments for starting and ending times (e.g., 8:00 a.m to 9:25 a.m. or 8:00 a.m. to 11:10 a.m.).

Examples of appropriate time patterns (for 1-6 hour-per-week classes) organized according to various term length multipliers are provided.

Scheduling of courses must be consistent with the class hours indicated in the approved course outline for completion of the course.

CALENDAR ISSUES AND GUIDELINES (CONT.) Relationship of Flex Days to Term Length

Multiplier Issue—Colleges first compressing instruction into 16

weeks and then using flex days “on top” to increase Term Length Multiplier

Guidelines: Compressed calendar districts that have approved

flexible calendar programs should determine whether they are in compliance with the “in-lieu-of classroom instruction” provisions of Title 5 Section 55720.

Term length multipliers are inclusive of all days of instruction, final exam days, and approved flex days.

Examples of appropriate time patterns (for 1-6 hour-per-week classes) organized according to various term length multipliers are provided.

CALENDAR ISSUES AND GUIDELINES (CONT.)

Calculating the Term Length Multiplier:

For Exactly 16 Weeks in Both Fall and Spring Semesters:

TLM=16.0To Calculate Additional “Fractional” Week:

Add 0.1 for Each Qualifying (Instruction, Final Exam, Approved Flex) Day Beyond 16 Weeks Within Both Fall and Spring Semesters

Example—Two 16-week Semesters + 6 Flex Days: TLM=16.6

COMPRESSED CALENDAR—SCHEDULING EXAMPLES

3-Hour Per Week Class (16.0-16.7 TLM)

In conversion to a compressed calendar, dividing 54 (3.0 WCH × 18 Weeks) total semester hours by these term length multipliers yields the following “target” weekly contact hours:

TLM Target WCH TLM Target WCH

16.0 3.375 16.4 3.290

16.1 3.350 16.5 3.27016.2 3.333 16.6 3.25016.3 3.310 16.7 3.230



The closest appropriate and practical WCH for scheduling purposes would be 3.4. This can be achieved through the following time patterns (1.7 contact hours per day × 2 days per week or 3.4 contact hours on one day per week):

8:00 a.m. to 9:25 a.m. MW(includes no breaks; excludes passing time at the end of the

class)

or

8:00 a.m. to 11:10 a.m. F(includes two 10-minute breaks; excludes passing time at the

end of the class)



In conversion to a compressed calendar, dividing 54 (3.0 WCH × 18 Weeks) total semester hours by these term length multipliers yields the following “target” weekly contact hours:

TLM Target WCH16.8 3.21016.9 3.19517.0 3.176



The closest appropriate and practical WCH for scheduling purposes would be 3.2 for classes that meet two days per week or 3.3 for classes that meet one day per week. This can be achieved through the following time patterns (1.6 contact hours per day × 2 days per week or 3.3 contact hours on one day per week):

8:00 a.m. to 9:20 a.m. MW(includes no breaks; excludes passing time at the end of the class)

or

8:00 a.m. to 11:05 a.m. F(includes two 10-minute breaks; excludes passing time at the end

of the class)

COMPRESSED CALENDAR—BACK TO ITS ORIGINSanta Monica College 1991 “Experiment”

Motivation—strictly to improve educational process, not to “exploit the System” Enrollments Capped at the Time Compression Mechanism Developed to Ensure No

FTES Loss, not for FTES Gain Winter Intersession Developed as “Safety Valve” (In

Case the Same Number of Fall/Spring Sections Could Not Be Scheduled)

Studies Conducted to Ensure No Compromise of Student Success (Slight Improvements for All Measures)

MARKETING AND PROMOTIONDetermining your basic message

If all advertising and recruiting were to disappear, what would create positive “word-of-mouth” for your college?

What negative “word-of-mouth” do you need to overcome?

Establishing image and “brand” just as important as specific targeted enrollment campaigns

Communicate a consistent message—contributes to “Look and Feel”

Be sure that performance lives up to claims

MARKETING AND PROMOTIONCreate a positive “word-of-mouth”

Focus on the student experience How convenient are the services you offer?

Wait time in lines Availability of services when and where they are needed Consistency of service delivery—Do staff have a service

attitude? Website Navigation Leverage the use of technology

Acknowledge institutional challenges and demonstrate that you are doing everything you can to help

MARKETING AND PROMOTION Create a positive “word-of-mouth”

Focus on the student experience Get students involved in “connecting with other students”

Tour Guides Informational Ambassadors Involve student clubs in welcoming new students

Be sure students have a voice in planning and then “championing the cause” Student Surveys Focus Groups Student representation on planning committees Anecdotal Data (Student “Stories”)

MARKETING AND PROMOTION Marketing is communication

Both external and internal Not just expensive media buys Direct mail E-Mail Communicating with current students and those who

left, not just with prospective new students Effective use of college website Schedule of Classes (both printed and online) Personalized communication Promotional Items/Services Effective use of community events

MARKETING AND PROMOTION

ChallengesExternal

Reaching non-traditional student populations (18-24 year olds who have “stopped out” of education)

Getting too caught up in attempting to compete directly with other community colleges Remember that we all share the same missions, so our

“messages” tend to be similar Successfully communicating the “message” of one

institution can be of benefit to all community colleges.

MARKETING AND PROMOTION

Challenges Internal

“Everyone’s an expert” syndrome Marketing often a target in budget planning

discussions Focus on single “message” can result in sense

that other programs and services are considered less important.

ENROLLMENT SERVICESOutreach

More than recruitment—partnership with your community You have to be seen to be known Relationship with feeder high schools—creating personal

relationships with counselors and students High School Dual/Concurrent Enrollment Community events (literacy fairs, church fairs, community

gatherings, etc.) Host students on campus Workshops/information booths for campus events Participate in national college fairs and national organizations Develop international student outreach and recruitment plan

ENROLLMENT SERVICESFinancial Aid

Plays key role in both access and retentionNo access to education for many students

without financial aidTimeliness of disbursement critical to student

success Are student award letters distributed in time for

students to make decisions about their education? What happens to student success if students cannot

afford to buy textbooks?Statewide campaign—icanaffordcollege.com

ENROLLMENT SERVICESEnrollment Priority Policy

Authority to Establish—Education Code §76001; Title 5 § 58108 Highest Priority—Special Programs (DSPS, EOPS,

etc.) Low Priority—High School Concurrent Enrollment No Procedure Resulting in “restricting enrollment

to a specialized clientele” Permits “Special Assistance” to “handicapped or

disadvantaged student as defined by statute”

ENROLLMENT SERVICESEnrollment Priority Policy (cont.)

Student Categories: Matriculant 1—First Time in College Students and

All Others with Goal of Degree, Certificate, or Transfer

Matriculant 2—Students with Associate or Higher Degree and Students with Goal Other than Degree, Certificate, or Transfer

Matriculant 3—High School Concurrent Students Matriculant 4—Noncredit Only Students


Issues to Consider New vs. Continuing Students Resident vs. Non-Resident Students In-District vs. Out-Of-District Resident Students Progress Priority—Units Completed

30 to 60 Units (Can Indicate Near Goal Completion) 61 to 89 Units 1 to 29 Units 90 or More Units (Usually Low Priority)


Issues to Consider (cont.) Completion of Matriculation Processes (Application,

Orientation, Assessment) Outstanding Obligations (Enrollment Fees, Holds) Recent High School Graduates Reinstated Disqualified Students Students on Academic or Progress Probation


When Changing Priorities, Perform “What If” Calculations to Ensure Feasibility of Student Numbers Within Various Enrollment Blocks MIS Capabilities Sufficient Staffing to Support

Internal Factor Creating Need to Change—Facilitating Student Achievement of Goals

External Factors Creating Need to Change Statute/Regulation Changes Funding Considerations

ENROLLMENT SERVICESAdmissions and Registration

Not a passive process—requires daily active monitoring (in concert with Instruction)

Student Flow—New Students Unknowns—never contacted the college Prospects—contacted the college, have not enrolled Applicants—applied, have not enrolled Students—applied, enrolled Alumni—left the college, but may return and/or

encourage others to attend the college

ENROLLMENT SERVICESAdmissions and Registration

Student Flow—Continuing Students Non-committed—enrolled, dropped all courses

before census Short-timers—enrolled, completed at least one

course, have not re-enrolled Stop-outs—enroll, stop, come back Committed—enroll, carry at least a partial load,

persist through number of terms with limited stop out, may complete degree/certificate/transfer requirement

ENROLLMENT SERVICESActive monitoring of enrollment

Not just overall headcount numbersMonitor, assess, and act based upon what

categories of students may not be registering New students? Continuing students? Returning students? Nonresident students?

STUDENT RETENTION/PERSISTENCEDon’t forget about student retention and persistence

Not just the “right thing to do” as educatorsAlso a key part of Enrollment Management

Welcoming approach to service delivery should not be limited just to outreach/orientation of new students

Educationally Disadvantaged Student PopulationsProbation (academic and progress)Targeted services for special populations“Early Alert” activities

Course Prerequisites and Advisories

REPORTING AND COMPLIANCECCFS-320 Report

Primary basis for college fundingNeeds to be cooperative effort among Fiscal,

Instruction, and Enrollment Services staffReporting of Total WSCH for each attendance

type and for each semester/intersession to arrive at total FTES number Weekly Census Daily Census Positive Attendance Independent Study/Work Experience


Three regular reporting periods (the first two requiring use of annualizers)

P1 (First Principal Apportionment)—January 15 Gives Chancellor’s Office initial idea of total system

enrollment In turn, Chancellor’s Office gives districts initial take on

how various funding streams (growth, etc.) may be allocated.

P2 (Second Principal Apportionment)—April 15 Although still an estimate, used as the basis for initial

funding allocation (subject to Recalculation/Prior Year Adjustments in February of the following year)


Annual Report—July 15 Any changes from P2 submittal reflected in

Recalculation of Apportionment in February of following year

Recal Report—November 1 Opportunity to submit amended/corrected report

prior to Recalculation of Apportionment in February of following year

CURRENT “HOT” STATEWIDE TOPICSChancellor’s 2010 Scheduling Priorities

Focus on Transfer, Career Technical, and Basic Skills

Avoid Recreational/Avocational Course Offerings

Reduce Physical Education Offering

Title 5, Section 58130:No Apportionment for Noncredit Classes in

“Dancing and Recreational Physical Education”

CURRENT “HOT” STATEWIDE TOPICS (CONT.)Legislative Analyst’s Office Recommendations:

Establish 90-Unit Cap per Student for State Funding Increase Enrollment Fee to $66 per UnitFund Basic Skills Instruction at Noncredit RateEliminate State Subsidy for AthleticsEliminate State Funding for Repetition of Credit

“Activity Courses”—Physical Education, Visual/Performing Arts

Eliminate All State Funding for Noncredit “Activity Courses”—Physical Education, Visual/Performing Arts

CURRENT “HOT” STATEWIDE TOPICS (CONT.)Course Withdrawal and Repetition

Recent Title 5 Changes Now in Effect Separate “Count” of Withdrawals and Repetitions Can Allow for Multiple Enrollments through Various

Combinations (Withdrawal, Substandard Grade Alleviation, Lapse of Time, etc.)

Discussion of More Restrictive Approach—Access and Current Enrollment Environment Perhaps Limitation to 3 or 4 Total Enrollments for

Apportionment Under Discussion by Joint SACC/CSSO Workgroup

CURRENT “HOT” STATEWIDE TOPICS (CONT.)Repeatable Credit Courses—SACC Developing Title

5 Revision Proposal to Address LAO ConcernsEliminate Term “Activity Course”Eliminate Repetition of Visual/Performing Arts and

Physical Education with Exceptions to Support Majors: Physical Education—Exception for Varsity Athletes Visual and Performing Arts—Exception for Music Ensemble,

Theatre and Dance Production, Studio Art Portfolio Development Courses, etc.

Define Major through Student Enrollment Behavior Exceptions Dependent upon College Offering Lower Division

Major Transfer Requirements for Particular Discipline

CURRENT “HOT” STATEWIDE TOPICS (CONT.)SB 1440—”Transfer Degree”

New Degree Categories—AA-T (Associate in Arts-Transfer) and AA-S (Associate in Science-Transfer)

Statewide Academic Senate Developing Transfer Model Curriculum (TMC) Completed—Communication Studies, Mathematics,

Psychology, SociologyPriority and Facilitated Process for Colleges

Adopting TMCs vs. Developing Individual Degree Patterns

Colleges Required to Offer Two AA-T/AA-S Degrees by Fall 2011

CURRENT “HOT” STATEWIDE TOPICS (CONT.)SB 1440—”Transfer Degree” (cont.)

Still Numerous Implementation Issues with CSUColleges Advised to Adopt Two Degrees by Fall

2011 to be in Compliance and Wait On Developing Others

Advisable for Colleges to be in Communication with Local CSUs

Prerequisites—Recent BOG approval of Title 5 §55003 Prerequisite ValidationAllows for Using Content Review (with Enhanced

Scrutiny) to Establish English/ESL/Math Skills Prerequisites for Courses in Other Disciplines

CURRENT “HOT” STATEWIDE TOPICS (CONT.)Prerequisites—BOG approval of Title 5

§55003 Prerequisite Validation (cont.) Intended to Address Perceived Issues with

Currently Required Statistical ValidationOptional—Colleges May Use Either Method.Statistical Validation that Prerequisite Does

Not Create Disproportionate Impact Still Required Within Two Years of Establishment

ONLINE REFERENCES AND RESOURCESStudent Attendance Accounting Manual

(SAAM) and Addendum:http://www.cccco.edu/ChancellorsOffice/Divisions/

FinanceFacilities/FiscalServices/AllocationsSection/

StudentAttendanceAccountingManual/tabid/833/

Default.aspx

[Chancellor’s Office/Divisions/Finance & Facilities/Fiscal Services Unit/Links/Manuals

and Publications/SAAM and Related Information]

CONTACT INFORMATION

Randal LawsonExecutive Vice President

Santa Monica [email protected]

randal lawson executive vice president, santa monica college past president, california community...

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